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Journal articles on the topic 'Health of the continuing competency'

Author: Grafiati

Published: 3 May 2022

Last updated: 5 May 2022

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1

Tinambunan, Tedty Rohaya, and Anita Theresia Lumban Gaol. "HUBUNGAN PENDIDIKAN BERKELANJUTAN DENGAN KOMPETENSI SISWA PERAWAT DI INSTITUSI KESEHATAN DELI HUSADA DELI TUA TAHUN 2019." Jurnal Penelitian Keperawatan Medik 1, no. 2 (2019): 58–62. http://dx.doi.org/10.36656/jpkm.v1i2.141.

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Sustainable nursing education is professional development that includes a variety of activities carried out by someone in his capacity as a nurse practitioner, in order to maintain and enhance their professionalism as nurses according to established competency standards. The purpose of this study is to find out the relationship between continuing education and nurse competency at in Health Institute of Deli Husada Delitua This type of research is an analytical survey with a cross sectional approach. The technique used in sampling is total sampling, namely the total sampling technique with a sa

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Glasser, Jillian. "STUDENT PAPER: Continuing Competency in Nursing Practice." International Journal of Human Caring 18, no. 2 (2014): 71–75. http://dx.doi.org/10.20467/1091-5710.18.2.71.

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Within bureaucratic organizations, registered nurses experience environments and situations which are complex in nature. The theory of bureaucratic caring (Ray, 1989) identifies caring as a dynamic concept which is influenced by both bureaucratic and humanistic factors; the ethical and education factors of caring may influence registered nurses’ competency. Continuing competency programs must prepare RNs to deal with the growing challenge of clients with multiple comorbidities seeking care in complex health systems. Recommendations will be suggested to augment current educational programs to e

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Shin, Eun Mi, and Young Sook Roh. "A School Nurse Competency Framework for Continuing Education." Healthcare 8, no. 3 (2020): 246. http://dx.doi.org/10.3390/healthcare8030246.

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Background: This study develops a school nurse competency framework for continuing education based on focus group interviews and a literature review. Methods: This study uses a qualitative content analysis with 12 school nurses. Six school nurses verify the content validity for the competency framework for continuing education using the content validity index. Results: School nurse competencies are defined as the knowledge, skills, and attitudes required of school nurses to provide safe school nursing. Six core competencies are identified. These include the ability to (1) provide patient-cente

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de Beer, Wayne. "Is the RANZCP CPD programme a competency-based educational programme?" Australasian Psychiatry 27, no. 4 (2019): 404–8. http://dx.doi.org/10.1177/1039856219859279.

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Objective: This paper attempts to address whether the Royal Australian and New Zealand College of Psychiatrists (RANZCP) have implemented a competency-based continuing professional development (CPD) programme. Conclusion: The RANZCP have implemented a competency-based CPD programme, but a number of areas, especially assessment, can strengthen the competency-based approach.

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Cassiani, Silvia Helena De Bortoli, Kimberly Lecorps, Luz Karina Rojas Cañaveral, Fernando A. Menezes da Silva, and James Fitzgerald. "Regulation of nursing practice in the Region of the Americas." Revista Panamericana de Salud Pública 44 (August 15, 2020): 1. http://dx.doi.org/10.26633/rpsp.2020.93.

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Objective. To describe and analyze the current nursing regulations across countries in the Region of the Americas. Methods. A country comparative analysis was carried out by gathering information from the ministries of health, nursing schools, councils, associations, and boards in 2018. The main categories evaluated were type of regulatory bodies, requirements for initial professional registration, and registration renewal. Results. All countries regulate the nursing profession through a regulatory body. Competency exams for initial registration are required in the United States, Canada, and m

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Cicutto, Lisa, Melanie Gleason, Christy Haas-Howard, Lynn Jenkins-Nygren, Susan Labonde, and Kathy Patrick. "Competency-Based Framework and Continuing Education for Preparing a Skilled School Health Workforce for Asthma Care: The Colorado Experience." Journal of School Nursing 33, no. 4 (2016): 277–84. http://dx.doi.org/10.1177/1059840516675931.

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School health teams commonly address the needs of students with asthma, which requires specific knowledge and skills. To develop a skilled school health team, a competency-based framework for managing asthma in schools was developed. A modified Delphi with 31 panelists was completed. Consensus (≥80% agreement) was reached for all 148 items regarding the appropriateness as a minimum competency for asthma care in schools. The resultant Colorado Competency Framework for Asthma Care in Schools guided the development and pilot testing of a continuing education curriculum for school nurses. Pre- and

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SMITH, MARTIN H. "Currency, Competency, and Credibility: New Directions for Pediatric Continuing Education." Pediatrics 78, no. 2 (1986): 369. http://dx.doi.org/10.1542/peds.78.2.369.

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One of the historic cornerstones of the American Academy of Pediatrics has been the development of educational programs designed to assure the highest quality of pediatric care. Although our commitment to this goal remains unwavering, changes in the manner in which pediatric care is—and will be—rendered demand that we constantly look for new and better ways to satisfy the educational needs of the membership. Toward that end, the Academy recently has embarked on a nationwide search for a director of the Department of Education at the Academy's Elk Grove Village, IL, headquarters. A search commi

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Hu, Guijie, and Yanhua Yi. "Is a decentralized continuing medical education program feasible for Chinese rural health professionals?" Journal of Educational Evaluation for Health Professions 13 (April 28, 2016): 18. http://dx.doi.org/10.3352/jeehp.2016.13.18.

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Purpose: Rural health professionals in township health centers (THCs) tend to have less advanced educational degrees. This study aimed to ascertain the perceived feasibility of a decentralized continuing medical education (CME) program to upgrade their educational levels. Methods: A cross-sectional survey of THC health professionals was conducted using a self-administered, structured questionnaire in Guangxi Zhuang Autonomous Region, China. Results: The health professionals in the THCs were overwhelmingly young with low education levels. They had a strong desire to upgrade their educational de

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Grossman, J. "Continuing Competence in the Health Professions." American Journal of Occupational Therapy 52, no. 9 (1998): 709–15. http://dx.doi.org/10.5014/ajot.52.9.709.

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Grus, Catherine L., and Ronald H. Rozensky. "Competency-based continuing education in health service psychology: Ensuring quality, recommendations for change." Professional Psychology: Research and Practice 50, no. 2 (2019): 106–12. http://dx.doi.org/10.1037/pro0000218.

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Grainger, Carol. "Registration and Beyond." British Journal of Occupational Therapy 59, no. 6 (1996): 284–86. http://dx.doi.org/10.1177/030802269605900611.

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Occupational therapists and other allied health professionals pass entry level examinations and then, in many cases, seek registration through a State Registration Board. Usually, no further establishment of competency is undertaken once entry level qualifications are demonstrated. This article discusses the need to ensure continuing competency after the initial completion of a degree or diploma in occupational therapy, it describes the practices that are being utilised in one Queensland hospital to ensure the competency of private allied health practitioners wishing to provide services to pri

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Hozni, Seyed Ali, Mohammmad Hakkak, Hojat Vahdati, and Amir Hooshang Nazarpouri. "How physicians acquire leadership competencies: A systematic review." Research and Development in Medical Education 8, no. 1 (2019): 3–11. http://dx.doi.org/10.15171/rdme.2019.002.

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Background: Health systems around the world have their own unique challenges. Today, competence in clinical leadership is often seen as more important than clinical competence. Given the important role of physicians in health systems, how do they acquire clinical leadership competencies? In this research, valid scientific articles were reviewed for insight. Methods: In this research, databases including Science Direct, ProQuest, PubMed, SCOPUS, and Emerald, as well as Google Scholar, the Scientific Information Database, and Magiran for Iranian articles were searched for valid evidence-based En

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Driscoll, Elizabeth, Klaus Seeger, Patrick Doyle, Ken Gorman, and Christina Milani. "Mandatory Continuing Professional Competencies: Making the Case for Modification of Ontario Regulation 566." Environmental Health Review 58, no. 1 (2015): 9–14. http://dx.doi.org/10.5864/d2015-005.

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The Canadian Institute of Public Health Inspectors (CIPHI) has acknowledged the importance of having a competent membership. As a result, it developed the Continuing Professional Competencies Program in 2010 to assist its members in maintaining their skills, knowledge, and expertise, and to formally recognize these activities. Participation in this program is mandatory for CIPHI members; however, membership is not compulsory in order to practice as a public health inspector (PHI). As a result, PHIs in Ontario do not have to participate in an organized system to maintain and document their cont

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Vought-O’Sullivan, Victoria, Nancy K. Meehan, Pamela A. Havice, and Rosanne H. Pruitt. "Continuing Education: A National Imperative for School Nursing Practice." Journal of School Nursing 22, no. 1 (2006): 2–8. http://dx.doi.org/10.1177/10598405060220010201.

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Competency-based continuing education is critical to the professional development of school nurses to ensure the application of timely, age-appropriate clinical knowledge and leadership skills in the school setting. School nurses are responsible for a large number of students with a variety of complex and diverse health care needs. Benner’s theory of novice to expert provides a framework for the development of roles and competencies in the practice of school nursing. This manuscript synthesizes research reviewed in 15 articles. Common themes found in the articles include the importance of cont

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Bajis, Dalia, Betty Chaar, and Rebekah Moles. "Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning." Pharmacy 8, no. 2 (2020): 81. http://dx.doi.org/10.3390/pharmacy8020081.

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Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is a

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Melo, Débora Gusmão, André Anjos da Silva, Antonette Souto El Husny, and Victor Evangelista de Faria Ferraz. "Perfil de Competência em Genética para Médicos do Brasil: uma Proposta da Sociedade Brasileira de Genética Médica e Genômica." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 440–50. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180257.

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ABSTRACT Training in genetics is fundamental to understanding the biological aspects of the health-disease binomial. Moreover, with the change in the epidemiological profile, genetically determined disorders have become more relevant as a public health concern. Thus, managing these disorders in an ethical and diligent manner, both in patients and in their families, and considering the logic and policies of the Brazilian Unified Health System (SUS), has become a desirable competency for all physicians, impacting on their undergraduate training. Viewing this issue as relevant, the Brazilian Soci

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Melo, Débora Gusmão, André Anjos da Silva, Antonette Souto El Husny, and Victor Evangelista de Faria Ferraz. "Competency Profile in Genetics for Physicians in Brazil: A Proposal of the Brazilian Society of Medical Genetics and Genomics." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 440–50. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180257.ing.

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ABSTRACT Training in genetics is fundamental to understanding the biological aspects of the health-disease binomial. Moreover, with the change in the epidemiological profile, genetically determined disorders have become more relevant as a public health concern. Thus, managing these disorders in an ethical and diligent manner, both in patients and in their families, and considering the logic and policies of the Brazilian Unified Health System (SUS), has become a desirable competency for all physicians, impacting on their undergraduate training. Viewing this issue as relevant, the Brazilian Soci

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Khan, A. Whohab. "Continuing Professional Development (CPD); What should we do?" Bangladesh Journal of Medical Education 1, no. 1 (2012): 37–44. http://dx.doi.org/10.3329/bjme.v1i1.12857.

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Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain up-to date. Due to rapid changes in health care delivery

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Jung, Myung-Jin, and Young-Sook Roh. "A Validation Study of the Korean Version of the Nurses’ Patient Education Questionnaire." International Journal of Environmental Research and Public Health 18, no. 11 (2021): 5609. http://dx.doi.org/10.3390/ijerph18115609.

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This study aimed to investigate the internal consistency reliability and construct validity of the Korean version of the Nurses’ Patient Education Questionnaire. An accurate assessment of nurses’ perceived patient education competency is required, and these needs assessment results can provide the evidence for designing a continuing education to empower and equip nurses with optimal competency for patient education. A cross-sectional study was used to which a convenience sample of 262 hemodialysis unit nurses in the Republic of Korea. In the exploratory factor analysis, the questionnaire consi

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Zeenny, Rony M., Marwan Akel, Aline Hajj, Hala Sacre, Souheil Hallit, and Pascale Salameh. "Descriptive assessment of graduates' perceptions of pharmacy-related competencies based on the Lebanese pharmacy core competencies framework." Pharmacy Practice 19, no. 2 (2021): 2320. http://dx.doi.org/10.18549/pharmpract.2021.2.2320.

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Background: Pharmacists possess a unique and complex body of knowledge, skills, attitudes, and behaviors necessary to enable them to optimize health outcomes. Pharmacy organizations publish routinely updated versions of professional competencies that help pharmacy schools integrate advances into their curricula. In Lebanon, no national framework for pharmacy education is officially adopted yet. In 2017, the Official Pharmacists’ Association in Lebanon [OPL - Order of Pharmacists of Lebanon] took the initiative to develop a pharmacy core competency framework. Objective: The primary object

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Jonsdottir, Svandis, Roger Hughes, Inga Thorsdottir, and Agneta Yngve. "Consensus on the competencies required for public health nutrition workforce development in Europe – the JobNut project." Public Health Nutrition 14, no. 8 (2010): 1439–49. http://dx.doi.org/10.1017/s1368980010000625.

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AbstractObjectiveTo assess and develop consensus among a European panel of public health nutrition stakeholders regarding the competencies required for effective public health nutrition practice and the level of proficiency required in different practice contexts.DesignA modified Delphi study involving three rounds of questionnaires.SettingEuropean Union.SubjectsPublic health nutrition workforce development stakeholders, including academics, practitioners and employers, from twenty European countries.ResultsA total of fifty-two expert panellists (84 % of an initial panel of sixty-two Delphi pa

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Suangga, Fitriany, and Cyruz P. Tuppal. "Motivation among Indonesian Nurses in Pursuing Continuing Professional Education and Its Relationship to Their Competencies." Nurse Media Journal of Nursing 7, no. 1 (2017): 24. http://dx.doi.org/10.14710/nmjn.v7i1.15125.

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Background: Nurses are required to maintain the standards of their practice through an informed range of Continuing Professional Education (CPE). However, there is a paucity of evidence exploring the relationship between motivation in pursuing CPE and competency among Indonesian nurses.Purpose: This descriptive correlational study describes the motivation among Indonesian nurses in pursuing CPE and its relationship to their competency outcome performance.Methods: Ninety-three staff nurses were chosen by convenience sampling, informed and gave consent for their voluntary participation in a sele

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Samuels, Anthony H. "Civil forensic psychiatry – Part 2: specific issues." Australasian Psychiatry 26, no. 3 (2018): 252–55. http://dx.doi.org/10.1177/1039856218759236.

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Objectives: This paper describes the main areas of civil forensic psychiatry (FP) and the skills required by psychiatric experts. Some specific areas of civil FP are discussed, including tort law reform, reliability of psychiatric evidence, contentious psychiatric disorders, and the many domains of civil FP. Conclusions: Civil FP is an important sub-specialty component of forensic psychiatry that requires greater emphasis in the training and continuing education of psychiatrists. A process of accrediting psychiatrists as having competency in advanced civil FP may be of value.

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Delphin, Miriam E., and Michael Rowe. "Continuing education in cultural competence for community mental health practitioners." Professional Psychology: Research and Practice 39, no. 2 (2008): 182–91. http://dx.doi.org/10.1037/0735-7028.39.2.182.

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Puķīte, Margarita. "ANALYSIS OF PROFESSIONAL CONTINUING EDUCATION OPPORTUNITIES IN HEALTH CARE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 475. http://dx.doi.org/10.17770/sie2014vol3.713.

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Any health care specialist – physician, physician’s assistant,nurse, nurse’s aid, midwife and other professionals of this field have to improve their professional skills, therefore it is important to go on learning to acquire the latest medical ideas and topicalities in the speciality, to get new knowledge, skills and competences. Professional growth and compliance with the respective field are assessed by a certification commission of any association and a certificate awarded which allows to do work in a health care field. The awarded certificate to a health care specialist serves as acknowle

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Schonnop, R., B. Stauffer, A. Gauri, and D. Ha. "P033: Procedural skills training in emergency medicine physicians within the Edmonton zone: a needs assessment." CJEM 22, S1 (2020): S76. http://dx.doi.org/10.1017/cem.2020.240.

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Introduction: Procedural skills are a key component of an emergency physician's practice. The Edmonton Zone is a health region that comprises twelve tertiary, urban community and rural community emergency departments (EDs) and represents over three hundred emergency physicians. This study describes the current attitudes toward procedural skill competency, current procedural skill practices, and the role for educational skills training sessions among emergency medicine physicians within a geographical health region. Methods: Multicenter descriptive cross-sectional survey of all emergency medici

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Andreoletti, Carrie, Laura Donorfio, Karen Kopera-Frye, and Robert Maiden. "Standards and Guidelines for Undergraduate Programs in Gerontology." Innovation in Aging 5, Supplement_1 (2021): 555. http://dx.doi.org/10.1093/geroni/igab046.2134.

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Abstract Undergraduate programs (majors, minors, certificates) and continuing education programs in gerontology prepare students for entry-level careers in aging and increase competitiveness for graduate work in a variety of fields. Job growth in the field of gerontology is high, especially for positions requiring a bachelor’s degree and less. Gerontology education at this level is essential for meeting the growing demand for workers in social services and health services who understand the opportunities and challenges that come with increased longevity and global aging. This presentation will

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Spasova, Maria. "CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT." Knowledge International Journal 28, no. 3 (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

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Maddalena, Victor. "Leadership training for undergraduate medical students." Leadership in Health Services 29, no. 3 (2016): 348–51. http://dx.doi.org/10.1108/lhs-05-2016-0019.

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Purpose Physicians play an important leadership role in the management and governance of the healthcare system. Yet, many physicians lack formal management and leadership training to prepare them for this challenging role. This Viewpoint article argues that leadership concepts need to be introduced to undergraduate medical students early and throughout their medical education. Design/methodology/approach Leadership is an integral part of medical practice. The recent inclusion of “Leader” competency in the CanMEDS 2015 represents a subtle but important shift from the previous “manager” competen

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Bullock, Linda F. C., M. Kay Libbus, Suzanne Lewis, and Debra Gayer. "Continuing Education: Improving Perceived Competence in School Nurses." Journal of School Nursing 18, no. 6 (2002): 360–63. http://dx.doi.org/10.1177/10598405020180060901.

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An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to

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Danilovich, Natalia, Simon Kitto, David W. Price, Craig Campbell, Amanda Hodgson, and Paul Hendry. "Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment." Family Medicine 53, no. 1 (2021): 9–22. http://dx.doi.org/10.22454/fammed.2021.453158.

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Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods

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Danilovich, Natalia, Simon Kitto, David W. Price, Craig Campbell, Amanda Hodgson, and Paul Hendry. "Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment." Family Medicine 53, no. 1 (2021): 9–22. http://dx.doi.org/10.22454/fammed.2021.453158.

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Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods

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Donovan, Michael, Kristi VanDerKolk, Lisa Graves, Vicki R. McKinney, and Kelly M. Everard. "Gender-Affirming Care Curriculum in Family Medicine Residencies: A CERA Study." Family Medicine 53, no. 9 (2021): 779–85. http://dx.doi.org/10.22454/fammed.2021.764850.

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Background and Objectives: Family physicians are positioned to provide care for transgender patients, but few are trained in this care during residency. This study examines associations between program directors’ (PDs) perceptions/beliefs on transgender health care and inclusion of gender-affirming health care (GAH) in residency curriculum. Methods: Questions regarding current training in GAH, provision of GAH, competency in GAH delivery, barriers to GAH training, resident desire for GAH training, access to GAH curriculum, and feelings/perceptions about GAH were included in the 2020 Council of

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Cale, Gita S. "Continuing the Debate over Risk-related Standards of Competence." Bioethics 13, no. 2 (1999): 131–48. http://dx.doi.org/10.1111/1467-8519.00137.

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Wicclair, Mark R. "The Continuing Debate over Risk-related Standards of Competence." Bioethics 13, no. 2 (1999): 149–53. http://dx.doi.org/10.1111/1467-8519.00138.

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Zhara, Hanna. "COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION." Innovative Solution in Modern Science 8, no. 44 (2021): 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.

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The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The pec

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Wekell, Per, Knut Aspegren, and Daniel Holmgren. "Devising a competency-based continuing professional development programme to meet the needs of on-call consultant paediatricians." Acta Paediatrica 103, no. 3 (2013): 320–30. http://dx.doi.org/10.1111/apa.12511.

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Thompson, Joyce Beebe, Judith T. Fullerton, Catherine Carr, Patricia Elgueta, Emmanuelle Hebert, and Ans Luyben. "Global Workshops in Midwifery Competency-Based Educational Methodologies: Lessons Learned." International Journal of Childbirth 7, no. 1 (2017): 4.1–17. http://dx.doi.org/10.1891/2156-5287.7.1.4.

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The LancetSeries on Midwifery and The State of the World’s Midwifery 2014 called on countries to expand the midwifery workforce as a key strategy to improve the health of women and newborns and lower maternal and newborn morbidity and mortality. Well-prepared midwife teachers and preceptors are required to prepare midwives to provide competent, high quality care for women and childbearing families. This article describes the design of competency-based education (CBE) capacity development workshops building on the International Confederation of Midwives’ (ICM) essential competencies and educati

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Mazmanian, Paul E., Robert Galbraith, Stephen H. Miller, et al. "Accreditation, Certification, and Licensure: How Six General Competencies are Influencing Medical Education and Patient Care." Journal of Medical Regulation 94, no. 1 (2008): 8–15. http://dx.doi.org/10.30770/2572-1852-94.1.8.

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ABSTRACT Lifelong learning and self-assessment are tenets of medical education and health care improvement; quality and patient safety care are essential to the accreditation of organizations providing either continuing medical education (CME) or patient care; accredited CME providers must assess the learning needs of physicians: Accredited health care organizations must document physician participation in education that relates to the nature of care, treatment and services provided by the hospital. The credentialing and privileging of medical staff requires ongoing focused professional practi

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To Dutka, Julia, Mark Kovic, Kristen Mauk, and Richard Oliver. "Global Certification: A Transformative Approach to Building the World’s Rehabilitation Health Workforce." Journal of Rehabilitation Therapy 3, no. 1 (2021): 21–30. http://dx.doi.org/10.29245/2767-5122/2021/1.1126.

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To meet the needs of the 2.41 billion people seeking rehabilitation care, the world’s health workforce must be sustainable and scalable. In 2021, the WHO launched its Rehabilitation Competency Framework (RCF) to help countries build local rehabilitation ecosystems by focusing on high-level priorities. A top priority is the development of a health workforce that is sustainable and scalable to meet local needs. To capitalize on existing health workforce resources, countries need to focus on the specialists and on other members of the rehabilitation team who can assume targeted responsibilities f

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Kibicho, Jennifer, Steven D. Pinkerton, and Jill Owczarzak. "Community-Based Pharmacists’ Needs for HIV-Related Training and Experience." Journal of Pharmacy Practice 27, no. 4 (2013): 369–78. http://dx.doi.org/10.1177/0897190013513301.

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Objective: To examine pharmacists’ self-reported competence in providing care to persons living with HIV (PLWH) and their HIV-related training and experience needs. Methods: We interviewed 28 community-based pharmacists providing care to PLWH in 4 Midwestern cities. Results: Less than half (46%) of the pharmacists considered themselves competent to provide PLWH care, and less than a third (29%) worked with PLWH during their pharmacy residency. Specialty pharmacists need training on opportunistic infections and HIV-related comorbidities, nonspecialty pharmacists need general training in HIV tre

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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 (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 po

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Gilbert, Cecily, Kathleen Gray, Kerryn Butler-Henderson, and Ann Ritchie. "Digital Health and Professional Identity in Australian Health Libraries: Evidence from the 2018 Australian Health Information Workforce Census." Evidence Based Library and Information Practice 15, no. 1 (2020): 38–58. http://dx.doi.org/10.18438/eblip29640.

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Abstract Objective – This research aimed to examine the characteristics of the current health library professional workforce in Australia. The study also sought to explore the areas of health library competency domains and job functions that may reflect progress toward a specialized digital health information capability. Methods – Health librarians’ responses to the May 2018 Australian Health Information Workforce Census were analysed and compared with results obtained in earlier census counts. The health librarian characteristics were also compared with other health information oc

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Doherty-Restrepo, Jennifer. "Current Literature Summary." Athletic Training Education Journal 5, no. 4 (2010): 190–92. http://dx.doi.org/10.4085/1947-380x-5.4.190.

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Continuing education is mandatory to maintain BOC certification; however, there is a void in athletic training research regarding its efficacy in maintaining or enhancing professional competence. Presumably, one acquires new knowledge by attending continuing education programs. Hopefully this new knowledge is retained and translated into professional practice to improve patient care. Other health care professions, particularly nursing and medicine, have examined the efficacy of continuing education. We will provide brief synopses of current continuing education research and discuss possible ap

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Curran, Vernon, Diana L. Gustafson, Karla Simmons, et al. "Adult learners’ perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age." Journal of Adult and Continuing Education 25, no. 1 (2019): 74–93. http://dx.doi.org/10.1177/1477971419827318.

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Mandatory continuing professional education is accepted across many professions as a re-credentialing mechanism to maintain professional competency. Self-directed learning is a widely recognized type of learning to meet mandatory continuing professional education requirements. The nature and characteristics of self-directed learning has been transformed with the growth in digital and mobile technologies, however there is minimal understanding of the role of these technologies in the self-directed learning habits of adult learners. This study sought to explore the perspectives of adult learners

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Kuchina, Yulia Sergeevna, Nikolay Valentinovich Kuchin, and Marina Ninel'evna Kogut. "The value of physical culture and health-improving activity in the physical training of students with weakened health." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 2 (2021): 154–59. http://dx.doi.org/10.34216/2073-1426-2021-27-2-154-159.

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The article examines the key features of the organisation of physical culture and health-improving activities in the framework of physical training of students with impaired health. The considered research problem lies in the contradiction between the need to improve physical culture and health-improving activity in higher training and the lack in the modern training system of effective practices for organising physical training of students with impaired health. The study examines the main changes in recent years in the practice of organising physical culture and health-improving activities fo

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Pavloff, Michelle, Pamela M. Farthing, and Elsie Duff. "Rural and Remote Continuing Nursing Education: An Integrative Literature Review." Online Journal of Rural Nursing and Health Care 17, no. 2 (2017): 88–102. http://dx.doi.org/10.14574/ojrnhc.v17i2.450.

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Background: Rural and remote nursing has unique practice requirements that create a need for distinct education and practice preparation. Preparing registered nurses (RNs) to work in rural and remote communities is essential for the support and advancement of rural and remote health, as there is a shortage of rural and remote health care providers. Purpose: An integrative literature review was conducted to identify the current continuing education needs of rural and remote RNs internationally. Sample: Eight studies were included in the integrative review of the literature. Countries reported i

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Masiyati, Eti, Hanny Handiyani, and Nurdiana Nurdiana. "Pendidikan berkelanjutan nonformal bagi kepala ruangan di rumah sakit X di Jakarta." Holistik Jurnal Kesehatan 14, no. 3 (2020): 409–19. http://dx.doi.org/10.33024/hjk.v14i3.3171.

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Continuing nurse education among head nurses as a factor of health care quality at hospital X in JakartaBackground: The head of the room as a line manager nurse plays an important role in the Health and Nursing Service which is rapidly changing. The head of the room in carrying out his role and function is inseparable from the management process, including applying attention to material resources and human resources of nursing, so the head of the room must have supporting competencies in carrying out their duties.Purpose: Data obtained through interviews, observations, Focus Group Discussion (

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Kichukova, K. S., and T. G. Taneva. "Achievement motivation and attitude of medical laboratory assistants to continuing education." Education and science journal 23, no. 6 (2021): 185–215. http://dx.doi.org/10.17853/1994-5639-2021-6-185-215.

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Introduction. The problem of improving competence by means of continuing education of health specialists is not sufficiently discussed and studied, especially in terms of medical laboratory assistants. The emphasis of the present study is on the ability to update achievement motivation of laboratory assistants through new opportunities and forms of continuing professional education. Their interest in continuing education indicates an aspiration for improving their professional competence with respect to innovative professional practices including dynamically changing methods, technologies and

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Beak, Eun-Mi, and Yeon-Ha Kim. "Factors Included in T1DM Continuing Education for Korean School Nurses: A Systematic Review." International Journal of Environmental Research and Public Health 18, no. 4 (2021): 1620. http://dx.doi.org/10.3390/ijerph18041620.

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(1) Background: The aim of this systematic review was to identify key factors for inclusion in continuing education for Korean school nurses to improve their competence in managing students with type 1 diabetes mellitus (T1DM). (2) Methods: This systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. (3) Results: Twelve studies were included in this systematic literature review. The factors identified for inclusion in continuing education on Type 1 diabetes mellitus included 6 competencies. These were strengthening compete

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