Academic literature on the topic 'Professional comportment'
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Journal articles on the topic "Professional comportment"
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Oja, Kenneth John. "Incivility and Professional Comportment in Critical Care Nurses." AACN Advanced Critical Care 28, no. 4 (December 15, 2017): 345–50. http://dx.doi.org/10.4037/aacnacc2017106.
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Background: Civility among critical care nurses is important for achieving positive patient outcomes. Professional comportment refers to nurse behaviors that are respectful, knowledgeable, deliberate, and compassionate. Objective: To examine the relationship between perceptions of nurse-to-nurse incivility and professional comportment among critical care nurses, and the extent to which nurse characteristics influence their perceptions. Methods: Data were collected from nurses in 14 critical care units. Correlational analysis examined the relationship between nurses’ perceptions of nurse-to-nurse incivility and professional comportment. Regression analysis was used to identify predictors of nurse-to-nurse incivility. Results: Decreased perceptions of nurse-to-nurse incivility were associated with increased perceptions of professional comportment. Nurses’ reports of receiving education about professional comportment was a significant predictor of increased nurse perceptions of professional comportment. Conclusion: Professional comportment education for critical care nurses is important and may provide an option to decrease incivility and promote healthy work environments for nurses.
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Priddy, Kristen D. "Framework for apprenticeship in ethical comportment and formation." Journal of Nursing Education and Practice 8, no. 12 (August 6, 2018): 49. http://dx.doi.org/10.5430/jnep.v8n12p49.
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Recently the literature on preparing students for nursing and other professions has emphasized the need for attention to civility, ethical comportment, and formation of professional identity. Nursing educators play a key role in supporting the formation of ethical comportment and professional nursing identity. Although a number of frameworks exist for the formation of identity, there are none that address the interaction between nursing educators and students or the role of nursing educators in implementing effective pedagogies for formation. In this article a framework developed from existing literature is proposed to guide nursing educator practice in stimulating and supporting the process of professional identity formation and ethical comportment in nursing students. The framework will also serve as a guide for future research in the process of formation of ethical comportment and professional identity.
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Purdy, J., P. Landrum, S. Keen, and G. Sherouse. "MO-D-350-01: Professional Comportment: Professional Is as Professional Does." Medical Physics 35, no. 6Part18 (June 2008): 2862–63. http://dx.doi.org/10.1118/1.2962338.
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Sutherland, Leslie, Sally Dampier, Patricia Sevean, Janis Seeley, and Rhonda Ellacott. "Professional Comportment: Nurses, Patients and Family Survey." Nursing Leadership 26, no. 2 (June 27, 2013): 44–58. http://dx.doi.org/10.12927/cjnl.2013.23448.
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Clickner, Deborah A., and Maria R. Shirey. "Professional Comportment: The Missing Element in Nursing Practice." Nursing Forum 48, no. 2 (April 2013): 106–13. http://dx.doi.org/10.1111/nuf.12014.
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Roach,, M. Simone, and Colleen Maykut,. "Comportment: A Caring Attribute in the Formation of an Intentional Practice." International Journal of Human Caring 14, no. 4 (June 2010): 22–26. http://dx.doi.org/10.20467/1091-5710.14.4.22.
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The attribute of comportment is intended to convey the nurse’s belief that dress and language reflect the professional’s respect for the patient, family, and colleagues. Comportment, as a caring attribute, has the potential to offer an opportunity to concurrently visually represent the intentionality of a nursing practice and demonstrate professionalism. Adherence to professional dress and address demonstrates respect for the dignity of a person as a human being. Registered nurses must demonstrate commitment to their caring practice by recognizing the need of the other as more important than their own need for self-expression.
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de Nichilo, Stefano. "Comportment Management in the Hospital: Where Is Patient’s Health Care Station?" Journal of Patient Experience 8 (January 1, 2021): 237437352199695. http://dx.doi.org/10.1177/2374373521996950.
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This article analyzes the factors that explain the increased use of special reports by hospital facility auditors, such as the structured interview, wondering if they look like evaluation studies. It examines their training, impact, and the institutional use implicit in the performance audit. From an anthropological perspective, the audit could traditionally be considered as “Rituals of Verification,” recognizing the procedure and the evaluation of social effects, in public management. Therefore, sampling represents an effective and efficient tool for carrying out the statutory audit activity in the health care facilities where the coronavirus disease (COVID-19) virus is treated. However, the performance established a regulatory dimension compared to the concept of verification. In addition, auditing practices may often seem “trivial, inevitable part of a bureaucratic process,” but taken together and over time, they are probably part of a distinct cultural artifact. As we have seen, the reasons that justify the activation of a clinical audit can be numerous: patient complaints, occurrence of adverse events such as the case of COVID-19, performance with inadequate results, publication of new guidelines; however, the “bet” is that in the future the awareness that auditing is an irreplaceable part of professional practice will mature among professionals.
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Gilbert, G. Ronald, Edward L. Hannan, and Kevin B. Lowe. "Is Smoking Stigma Clouding the Objectivity of Employee Performance Appraisal?" Public Personnel Management 27, no. 3 (September 1998): 285–300. http://dx.doi.org/10.1177/009102609802700301.
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This paper examines the relationship between supervisors' and project leaders' perceptions about the smoking behavior of their subordinate employees and their performance appraisals of their employees. Those who were perceived to be smokers were rated lower than those perceived to be nonsmokers on four of nine job performance measures when controlling for age, race, and gender. The findings suggest smoking stigma may negatively affect the perceptions of one's overall job performance, especially in terms of one's professional comportment, working relations with others, and dependability.
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Marchand, Trevor H. J. "Negotiating Licence and Limits: Expertise and Innovation in Djenné's Building Trade." Africa 79, no. 1 (February 2009): 71–91. http://dx.doi.org/10.3366/e0001972008000612.
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During a mason's apprenticeship in Djenné, the young man acquires not only technical skills, but also appropriate social knowledge and a bodily comportment. Together, these inform his professional performance as a craftsman. Recognized masters of the trade creatively innovate in a manner that effectively expands the discursive boundaries of tradition and what is popularly accepted as ‘authentic’ Djenné architecture. Based on ethnographic work amongst Djenné’s masons, this article explores the complex construction of ‘expert status’, and the negotiation of licence and limits for innovation in this internationally renowned and protected historic urban context.
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Amir, Safwan. "Contempt and Labour: An Exploration through Muslim Barbers of South Asia." Religions 10, no. 11 (November 6, 2019): 616. http://dx.doi.org/10.3390/rel10110616.
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This article explores historical shifts in the ways the Muslim barbers of South Asia are viewed and the intertwined ways they are conceptualised. Tracing various concepts, such as caste identity, and their multiple links to contempt, labour and Islamic ethical discourses and practices, this article demonstrates shifting meanings of these concepts and ways in which the Muslim barbers of Malabar (in southwest India) negotiate religious and social histories as well as status in everyday life. The aim was to link legal and social realms by considering how bodily comportment of barbers and pious Muslims intersect and diverge. Relying on ethnographic fieldwork among Muslim barbers of Malabar and their oral histories, it becomes apparent that status is negotiated in a fluid community where professional contempt, multiple attitudes about modernity and piety crosscut one another to inform local perceptions of themselves or others. This paper seeks to avoid the presentation of a teleology of past to present, binaries distinguishing professionals from quacks, and the pious from the scorned. The argument instead is that opposition between caste/caste-like practices and Islamic ethics is more complex than an essentialised dichotomy would convey.
Dissertations / Theses on the topic "Professional comportment"
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"Critical Care Registered Nurses’ Perceptions of Nurse-to-Nurse Incivility and Professional Comportment." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.36413.
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abstract: This cross-sectional descriptive study was designed to examine critical care registered nurses’ perceptions of nurse-to-nurse incivility and professional comportment, and the extent to which education, nurses’ age, nursing degree, and years of nursing experience is related to their perceptions on these topics. Professional comportment is comprised of nurses’ mutual respect, harmony in beliefs and actions, commitment, and collaboration. Yet, it was unknown whether a relationship existed between a civil or uncivil environment in the nursing profession and nurses’ professional comportment. Correlational analyses were conducted to explore the relationship between perceptions of nurse-nurse incivility and professional comportment, and the relationships between incivility and professional comportment education and perceptions of nurse-nurse incivility and professional comportment. Multiple linear regression analyses were conducted to identify predictors of perceptions of nurse-nurse incivility and professional comportment. Results indicated statistically significant relationships between perceptions of nurse-nurse incivility and professional comportment, and between professional comportment education and perceptions of professional comportment. Professional comportment education was identified as a statistically significant predictor of increased perceptions of professional comportment. Findings of the current study may assist in establishing more targeted and innovative educational interventions to prevent, or better address, nurse-nurse incivility. Future research should more clearly define professional comportment education, test educational interventions that promote professional comportment in nurses, and further validate the Nurse-Nurse Collaboration Scale as a measure of nurses' professional comportment.Dissertation/Thesis
Doctoral Dissertation Nursing and Healthcare Innovation 2015
Books on the topic "Professional comportment"
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Glixon, Jonathan E. The Porous Grate. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190259129.003.0006.
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There were several reasons why the nunneries found it necessary to hire male music teachers. While in most cases new nuns learned plainchant from the older members of the choir, in certain situations outside expertise was required. Novices also required training in singing their portions of the rituals of clothing and profession, a role often carried out by secular professionals. The nunneries also housed young women resident students, whose studies, in addition to languages and comportment, sometimes included vocal or instrumental music. Teachers for these various purposes included G. B. Volpe, Giovanni Rovetta, Bartolomeo Barbarino, and Francesco Cavalli. All of these activities involved potentially dangerous interactions between the nuns and unrelated men, so the civil and ecclesiastical authorities attempted to maintain close control, if necessary arresting and trying men, including the organist Giovanni Pichi, who violated procedures.
Book chapters on the topic "Professional comportment"
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Denshire, Sally. "Looking Like an Occupational Therapist: (Re)presentations of Her Comportment within Autoethnographic Tales." In Professional and Practice-based Learning, 227–42. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00140-1_14.
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Fulton, Janet S., and Susan H. Storey. "Clinical Nurse Specialist Comportment: Professional Attributes, Ethical Conduct, and Citizenship." In Foundations of Clinical Nurse Specialist Practice. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826195449.0002.
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Piemonte, Nicole M. "The Formation of Medical “Professionals”." In Afflicted. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037396.003.0004.
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Chapter four explores how educators might help cultivate the capacity for authentic patient care among doctors-in-training, including a comportment of humility, openness, and gratitude for patients. The argument is made that the curative ethos of medicine and its preoccupation with calculative thinking will persist until educators can cultivate within clinicians and clinicians-in-training the capacity to face their vulnerability and the reality of existential anxiety. It is through a pedagogy that values and fosters vulnerability and reflexivity that this capacity can be cultivated. Although recent trends in the professionalism movement, including that of “professional identity formation,” have made progress toward these ends, these movements actually may serve to reinforce calculative thinking, due to their focus on outcomes and assessment. This chapter looks critically at such trends in medical education and contends that ideas concerning professionalism can be enriched and expanded through an understanding of virtue ethics and the Aristotelian concept of phronesis, which emphasize personal development, experiential and habitual learning, and quality mentorship.
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Michney, Todd M. "Mobility and Insecurity." In Surrogate Suburbs. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469631943.003.0006.
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This chapter considers the structural factors and life dilemmas upwardly mobile black Clevelanders faced even after achieving geographic mobility, and explicates the dynamic whereby less-affluent African American families steadily moved into new, outlying black middle-class neighbourhoods. Topics discussed include lending discrimination, the unfavourable financing arrangements available to African American homebuyers and the associated economic setbacks they experienced, the role of black professional real estate brokerage associations, the phenomenon of isolated white families remaining in post-transitional neighbourhoods, and the forces driving lower-income African American families into outlying neighbourhoods, mainly downtown redevelopment and ongoing migration from the American South. It also investigates black middle class notions of status and the intra-racial, cross-class frictions that ensued around issues of property upkeep, personal comportment, child rearing, and leisure-time practices.
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Bennett, Peggy D. "Teachers being friendly." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0044.
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The ease of school relationships can wax and wane just as in any other group. When teachers get along well, the entire school can be a vibrantly productive and nourishing environment. When teachers have conflicts, chilliness and fragmented collegiality can affect everyone. Why would we expect teachers to be happily cooperative all the time? Teachers likely do not have a hand in hiring their co- workers, and therefore they must adjust to all types of personalities, pedagogical preferences, and teaching styles. Even with these sometimes strident differences, collegial relationships are essential to the health of schools and school personnel. Key to this vision is behaving with friendliness to others, rather than expecting all others to be our friends. When the “Be friendly, but not friends” mantra is given to student teachers and school interns, it is intended to help these novice educators maintain professional distances with students. But for teachers at any stage of their career, it also can be helpful to distinguish friendship and friendliness. We could define “friends” as: • Those with whom we spend time outside school hours • Those who know our family and home life • Those with whom we share personal, sometimes private information Using these criteria, we may have more acquaintances than friends at school. And those professional distances are not necessarily a hindrance to vibrant school communities. With courteous conversations, cordial comportment, and caring camaraderie, being friendly may be enough.
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Fox, Raymond. "The Matrix of Modeling, Mentoring, and Mirroring." In The Use of Self. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780190616144.003.0009.
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The critical role of the teacher is laying the paradigmatic groundwork for students’ learning to be professional. Teachers manifest in their comportment the intellectual, affective, and ethical bases of professional expertise. Their very conduct, enhanced by knowledge, embodies the essential message about how to be a helper. Three interwoven processes—modeling, mentoring, and mirroring—form the basis for professional education. They are converging and commingling processes, not independent elements in learning, as described here for intelligibility’s sake; they are multidirectional in influence and spiral back on each other, comprising a wholesome and fulfilling professional educational venture. Each individual mode is important in and of itself, but their interrelationship is the compelling element. Modeling is a complex process involving observation, imitation, and identification by students of the teacher. It occurs whether or not you intend it or not. Many of the same skills and conditions that promote client growth promote student growth. Strive to create an ambiance that engages students. Seek to engross them at a level that allows them to take the concepts they learn, as well as the examples you provide, whether tacitly or explicitly, from seeing you practice with them in class, and transfer them to their contact with clients. The words you utter, the actions you take, the manner in which you conduct the class are carefully observed and considered by students. They attend to your preparation, enthusiasm, and relatedness as lived lessons about how to deliver these same attributes and functions with clients. They observe your unspoken feedback—how your tone and facial expression reveal whether you are attuned and on the right track. In your interaction with students, whether consciously or not, you continually display your own competence in your discipline. Students observe how you practice what you preach in your dealings with them, with colleagues, with syllabus material, nascent ideas, and theories. They inevitably appraise your ability to facilitate communication, manage dilemmas, encourage mutuality, and foster cooperation in working associations with others. They assess your patience, availability, and skill.
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Bennett, Peggy D. "Responsive professionalism." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0075.
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“Professionalism.” A definition of this important term and concept for comportment in schools can be a bit elusive. Yet some of us spend our careers aiming to achieve and sustain the qualities that make us professional. Professionalism suggests the expectation of being an informed, competent, proficient, and knowledgeable teacher. For some, professionalism also means a standard of attire or appearance. Sensitivity toward off- limits topics and potentially volatile issues in schools can be another aspect of the honorific “She is very professional!” Being a responsive professional may be a bit more specific. For schools to be their most efficient and cooperative, we educators pay attention to our standard of professionalism. We sustain a conscience and a conscientiousness about all facets of the school community. In addition to general commitments such as ethical treatment and behaviors, some more subtle choices can set the standard for professional conduct. • Do we reply to communications and deadlines in a timely and thorough manner? Emails, texts, and requests from school personnel deserve a prompt reply, even when we think they don’t. If the response must be delayed, write a reply stating that, and let the sender know when to expect the response. We can cause distress and frustration when we do not respect the timelines others need to make. Sometimes we compromise their responsibilities to others when we delay ours. • Do we prepare our written work with meticulous attention to accuracy and appearance? The work we produce— reports, proposals, emails, notes to parents, and so on— is a signature statement of our professionalism. Proofread for accuracy and clarity. • Do we take a very cautious approach to participating in non- school- related activities during school hours? Taking and making private calls, sending personal messages, running errands, interacting on social media, or doing personal business during school hours may be considered mismanagement of time at best, and a breach of ethics at worst. Be savvy about what you do and do not do with your time at school. Schools and teaching ask the best of us. Students and parents deserve the best of us. Pursue high expectations. Savor the expertise you embody when you practice responsive professionalism.
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Bennett, Peggy D. "Profanity." In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0023.
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Prior to the 1970s, expressions such as “darn,” “dang,” “son of a gun,” “hell’s bells,” and “shoot” were considered by some to be profane, uncouth in “polite company” and certainly not acceptable in schools. Instances aplenty have found teachers and students subject to repercussions from their intended or unintended utterances of profanity at school. Many of us teachers choose to delete profane words and gestures from our daily lives, because we know that those profanities can too easily slip out during the times we are in school. Minor incidents like bumping a shin, breaking a piece of equipment, or being startled by an alarm can cause us to let a profanity slip out in front of students. Why risk it? Values and standards for behavior in schools warrant our reaching higher than our colloquial norms and coarse or vulgar language. Our comportment as educators deserves a review of our use of profanity. Parents have the right to expect professional behaviors from their children’s educators. Co- workers have a right to expect it from their colleagues. When teachers use an appropriate range of vocabulary instead of profanity, students have models from which to learn. We can take a few moments to consider the presence of profanity in our in- and out- of- school lives. And some of us may find that our language needs an upgrade.
Conference papers on the topic "Professional comportment"
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Freeman, Olivia, Rosie Hand, and Aileen Kennedy. "Breaking down Silos through Authentic Assessment: a Live Case Analysis." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11150.
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One of the aims of Technological University Dublin (TU Dublin) is to create graduates who problem solve as socially responsible global citizens. We wanted to provide an opportunity for our students to address relevant, marketing and consumption challenges in new and innovative ways, and to develop analytical competences and professional skills and comportment in a real-life context. This paper describes the design, implementation and outcome of an inter-disciplinary and cross-programme ‘authentic assessment’ method which we have termed a ‘live case analysis’. The assessment comprised fieldwork, wider industry engagement, formative assessment components and a summative presentation. The method is discussed against the backdrop of a Curriculum Framework project which is underpinned by four design principles which centre around innovation, application, collaboration and flexibility. The performance of real-world tasks such as live case analysis strongly reflects the central pedagogical values of what, where and how people will learn at TU Dublin in the future.