Journal articles: 'Professional person'

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Susic, Esta, Ema Nicea Gruber, and Blazenka Guberina Korotaj. "Training for Person Centered Medicine in a Forensic Hospital." International Journal of Person Centered Medicine 4, no. 3 (March 6, 2015): 189–204. http://dx.doi.org/10.5750/ijpcm.v4i3.481.

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The education and training needed for health professionals performing person centered medicine in a prison hospital is presented. The health professionals involved work in the department for forensic psychiatry of a prison hospital and conduct mandatory psychiatric treatment during a person’s prison sentence using a bio-psycho-social model of treatment and rehabilitation. Such health professionals work with mentally ill people having partially diminished capacity who perpetrated criminal activities and were sentenced according to the Croatian Criminal Code or Criminal Procedures Act and the Law for the Protection of Persons with Mental Illness. Required professional skills include capabilities to provide person-centered psychiatric treatment aimed at reducing psychopathology, articulating theoretical concepts, therapeutic procedures, health professionals' roles and self-understanding, interpersonal issues, relations between patient/prisoner and health professional, ethical dilemmas, and challenges establishing partnerships. Since each patient is also a person serving a prison sentence, the health professional must also know the legislative framework, work as a civil servant, pass the State service examination and be part of a team with different types of other professionals, particularly social workers, occupational therapists, prison officers, court officers, and state officers. For health professionals to practice person centered medicine in a prison setting is a quite demanding and stressful challenge. It may be the hardest way to practice, but it is the right way to do it.

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Woolley, Marcus. "The One‐Person Library: Professional Development and Professional Management." Library Management 9, no. 1 (January 1988): 2–47. http://dx.doi.org/10.1108/eb054903.

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Gaugler, Joseph E., Bonnie L. Westra, and Robert L. Kane. "Professional discipline and support recommendations for family caregivers of persons with dementia." International Psychogeriatrics 28, no. 6 (January 7, 2016): 1029–40. http://dx.doi.org/10.1017/s1041610215002318.

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ABSTRACTBackground:Family caregivers of persons with dementia often require support services to help ease the challenges of providing care. Although the efficacy of some dementia caregiver interventions seems apparent, evidence indicating which types of protocols can best meet the diverse needs of individual families is not yet available. Because of this gap, families must often turn to professionals for such guidance, but it remains unknown whether professionals from different disciplines are more inclined to recommend particular types of services than others. This study assessed whether recommendations of supportive interventions to hypothetical dementia family caregivers differed by professional discipline.Methods:In a cross-sectional survey design, a convenience sample of 422 dementia care professionals across the USA viewed up to 24 randomly selected, hypothetical scenarios that systematically varied characteristics of persons with dementia and their caregivers. For each scenario, 7 possible intervention recommendations were rated. A total of 6,890 scenarios were rated and served as the unit of analysis.Results:General linear models revealed that discipline was often a stronger predictor of how likely professionals were to recommend dementia caregiver interventions than caregiver, care recipient, or other professional characteristics. Psychotherapists tended to recommend psychoeducation more than other professionals, while those in medicine were more likely to recommend training of the person with dementia and psychotherapy.Conclusions:The heterogeneity in recommendations suggests that the professional source of information influences the types of support families are directed toward. Empirical evidence should inform these professional judgments to better achieve person-centered care for families.

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Thompson, Jeanette. "person centred planning & professional workshops." Learning Disability Practice 7, no. 1 (February 2004): 12–13. http://dx.doi.org/10.7748/ldp2004.02.7.1.12.c1549.

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Thompson, Jeanette. "person centred approaches to professional education." Learning Disability Practice 8, no. 2 (March 2005): 14–17. http://dx.doi.org/10.7748/ldp2005.03.8.2.14.c1608.

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Conway, Mary E. "Curriculum, the professional person, and accountability." Journal of Professional Nursing 4, no. 2 (March 1988): 74. http://dx.doi.org/10.1016/s8755-7223(88)80022-x.

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Ivashkevych, Ernest. "THE PARADIGM OF DIALOGUE INTERACTION AS A WAY OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TRANSLATOR." Психологія: реальність і перспективи, no. 16 (July 1, 2021): 69–79. http://dx.doi.org/10.35619/praprv.v1i16.214.

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In the article we’ve shown that the professional development of the person takes place through qualitative changes that facilitate the emergence of a completely new level of its integrity. The latter involves qualitative changes in the characteristics of the person, the transformation personal characteristics which have already been formed, fairly consistent guidelines, values orientations, motives of behavior under the influence of constantly changing social relations. Also, the professional development of the person is carried out as a result of restructuring its orientation. At the same time, the professional orientation of the person is the result of a contradictory combination of socialization, that is emphasized on the mastery of a person with socially significant experience and culture and provide individualization (the process of the development of intelligence, will, aesthetic taste, creative abilities of the person, etc.). In the process of professional development of the person occurs the formation of the subject’s integrity. This integrity consists of: 1) subordination of all elements of the structure of the personality, the subject’s orientation, which ensures the continuity, the length of all periods of person’s professional development; 2) to acquire the necessary professionally significant qualities, properties and characteristics. We’ve proved that significant features of the professional formation are found in the process of finding the person’s individual ways of performing professional activity, which is accompanied by the formation of individual personally meaningful (including creative experience), professional self-consciousness, a system of professional motives, personal meanings, values and senses. The analysis of scientific researches, which in one way or another one deals with the problem of professional formation, shows the unity of researchers’ opinions that professional formation is a dynamic process of transformation (or restructuring) personal and professional qualities, characterized by self-determination, self-improvement, self-education, self-actualization, self-realization, actually shaping one’s consciousness. Thus, professional development can be showed as a long process of mastering the profession. Thus, the analysis of the scientific literature indicates that the process of professional formation can be represented in two ways: the scheme of procedural reproduction (as a temporary sequence of stages, periods, parts) and the structure of professional activity (as a set of ways and means of performing professional activity, when their compliance is not a temporary determination, but a targeted presentation and realization). Professional formation is also understood as the development of person’s professional competence, as a process of mastering the means of solving professional problems and tasks, as well as mastering models of making professionally significant decisions. We identified the main stages of the professional development of a specialist: a preparatory (pre-university) stage, associated purely with the choice of profession; the initial (university) stage, during which professionally important skills, characteristics and personal traits are formed; the main (postgraduate) stage as a period of the development of personal qualities of the man facilitating his/her full self-realization in the professional activity. At this stage the formation of the professional as a person takes place. So, we have to admit that the problem of the development of the person of translator is a dynamic process that constantly unfolds in time and space, proceeds from the moments of formation of professional intentions to full realization of oneself in the process of creative professional activity, the main contradiction of which is the contradiction between unique personality traits and objective requirements of the leading professional activities the significance of which is that it should be led to further development of the person. It was emphasized that by realizing himself/herself in the leading professional activity, the person gradually changed, which led to the restructuring of the motives of his/her leading activity, to the formation of new properties, qualities and characteristics of the person, which are extremely important for professional activity in general.

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Hunter, Paulette V., Lynn McCleary, Noori Akhtar-Danesh, Donna Goodridge, Thomas Hadjistavropoulos, Sharon Kaasalainen, Tamara Sussman, Genevieve Thompson, Lorraine Venturato, and Abigail Wickson-Griffiths. "Mind the gap: is the Canadian long-term care workforce ready for a palliative care mandate?" Ageing and Society 40, no. 6 (January 15, 2019): 1223–43. http://dx.doi.org/10.1017/s0144686x18001629.

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AbstractThe average expected lifespan in Canadian long-term care (LTC) homes is now less than two years post-admission, making LTC a palliative care setting. As little is known about the readiness of LTC staff in Canada to embrace a palliative care mandate, the main objective of this study was to assess qualities relevant to palliative care, including personal emotional wellbeing, palliative care self-efficacy and person-centred practices (e.g. knowing the person, comfort care). A convenience sample of 228 professional and non-professional staff (e.g. nurses and nursing assistants) across four Canadian LTC homes participated in a survey. Burnout, secondary traumatic stress and poor job satisfaction were well below accepted thresholds, e.g. burnout: mean = 20.49 (standard deviation (SD) = 5.39) for professionals; mean = 22.09 (SD = 4.98) for non-professionals; cut score = 42. Furthermore, only 0–1 per cent of each group showed a score above cut-off for any of these variables. Reported self-efficacy was moderate, e.g. efficacy in delivery: mean = 18.63 (SD = 6.29) for professionals; mean = 15.33 (SD = 7.52) for non-professionals; maximum = 32. The same was true of self-reported person-centred care, e.g. knowing the person; mean = 22.05 (SD = 6.55) for professionals; mean = 22.91 (SD = 6.16) for non-professionals; maximum = 35. t-Tests showed that non-professional staff reported relatively higher levels of burnout, while professional staff reported greater job satisfaction and self-efficacy (p < 0.05). There was no difference in secondary traumatic stress or person-centred care (p > 0.05). Overall, these results suggest that the emotional wellbeing of the Canadian LTC workforce is unlikely to impede effective palliative care. However, palliative care self-efficacy and person-centred care can be further cultivated in this context.

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Goodfellow, Joy. "Practical Wisdom in Professional Practice: The Person in the Process." Contemporary Issues in Early Childhood 4, no. 1 (March 2003): 48–63. http://dx.doi.org/10.2304/ciec.2003.4.1.6.

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Recent reviews of the status and standing of early childhood teachers in Australia indicate high attrition, low retention and low morale within the profession. A contributing factor may be the lack of professional and public recognition of the expert knowledge held by practitioners. The extent of this phenomenon was investigated through a mapping exercise. Data were gained from two sources — the National Childcare Accreditation Council's revised Quality Improvement and Accreditation System for long day care centres and advertised position descriptions for early childhood teachers/directors. These data sources, while providing some insight into the nature of early childhood teachers' work, showed that the hidden dimensions of professional practice are largely ignored in such public documents. The findings suggest that little recognition is currently being given to practical wisdom — the professional's capacity to make sound judgement in the use of personal/professional, theoretical, and practical knowledge. If early childhood teachers and the community at large are to value and truly appreciate the nature of the early childhood professional's work, then that work must be carefully documented and promoted. The article concludes by suggesting that the development of professional portfolios may be a strategy that could be used to more effectively represent and honour the nature of teachers' work and provide insight into the practical wisdom of professional practice.

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Sirokha, Lilya. "PROFESSIONAL PREPAREDNESS AS AN INCREDIBLE COMPONENT OF SUCCESSFUL PROFESSIONAL ACTIVITY OF THE PERSON." Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, no. 1 (10) (2019): 87–91. http://dx.doi.org/10.17721/bsp.2019.1(10).22.

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The historical aspect and the essence of the term of readiness for work as a special mental state; a necessary and extremely important component of a successful professional life of a person is studied in the article. Readiness for a certain phenomenon helps person to adapt more quickly and to fulfill his duties more successfully. It contributes to the development of personality. The author points out that an analysis of the problem of readiness shows that the genesis of this concept is related to the development and understanding of the concept of "psychological readiness for work". It can be defined as permanent (as a result of labor education) or temporary (as a result of psychological training or psychological mobilization during this period) mental condition, which is caused due to the need for work. The question of the readiness of a specialist for professional activity is studied within such sciences as: psychology, pedagogy, philosophy. The author's determination of readiness is formulated during the conduction of the research. The author proposes to understand the readiness as a complex integrative formation, characterizing a particular mental state. It is a necessary and essential component of a successful professional life of the individual. It helps a person to adapt more quickly, to fulfill his professional duties more successfully; it promotes professional development of a specialist. Readiness includes not only professional characteristics and skills, but either personal trait. The conclusion is made that since readiness is a dynamic value, it means that its course is determined by age, by learning experience, individual abilities of the person and so on. The author summarizes the importance of the development of psychological readiness for work during the formation of the personality of a modern specialist. It is emphasized that professional readiness cannot be the same as a subjective professional readiness. According to the modern scientific researches the author distinguishes particular levels of professional readiness, such as: high (autonomy in setting and solving new tasks, adequacy of assessment and self-assessment of professionally important qualities, ability to effectively solve problems during time deficit, etc.); average (average level of expression of the mentioned qualities); and low (inability to set and solve complex problems independently, inadequate assessment and self-assessment of professionally important features, etc.

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Vallières, Nicole. "Le secret professionnel inscrit dans la Charte des droits et libertés de la personne au Québec." Les Cahiers de droit 26, no. 4 (April 12, 2005): 1019–30. http://dx.doi.org/10.7202/042700ar.

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Professional secrecy is expressly defined in section 9 of the Québec Charter of Human Rights and Freedoms. Hence, the substance of this section acquires major importance and an analysis of it must precede any other procedure. Professional secrecy as described therein is a right vested in the person and as such, is an obligation that all professionals governed by the law must respect. This right originates in the professional relationship and only concerns the confidential content of information disclosed at that time. Lastly, the professional's duty to discretion may be suspended by a specific statutory provision without there being an express need to derogate therefrom in the Charter of Rights.

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Parkes, Neville, and Mark Jukes. "Professional boundaries in a person-centred paradigm." British Journal of Nursing 17, no. 21 (November 2008): 1357–63. http://dx.doi.org/10.12968/bjon.2008.17.21.31739.

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Barchi, В. V. "Crisis of professional formation of a person." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 1(7) (2018): 258–60. http://dx.doi.org/10.31339/2413-3329-2018-1(7)-258-260.

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Williamson, Andrew. "Professional Doctorate in Person Centred Care UWL." European Journal for Person Centered Healthcare 8, no. 2 (August 18, 2020): 276. http://dx.doi.org/10.5750/ejpch.v8i2.1882.

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Williamson, Andrew. "Professional Doctorate in Person Centred Care UWL." European Journal for Person Centered Healthcare 8, no. 3 (October 21, 2020): 432. http://dx.doi.org/10.5750/ejpch.v8i3.1884.

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Mezzich, Juan E., Marijana Braš, Veljko Dorđević, and James Appleyard. "Professional health education and person centered medicine." International Journal of Person Centered Medicine 4, no. 1 (November 17, 2014): 1–5. http://dx.doi.org/10.5750/ijpcm.v4i1.467.

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Health professional education and training is a major concern and activity in the field of medicine. Thus, not surprisingly, a person- and people-centered approach to health professional education has been a continuous topic in programmatic international efforts aimed at placing the whole person at the center of medicine and health. This has been certainly the case in the endeavors of the International College of Person Centered Medicine (ICPCM) through events such as its Geneva Conferences and International Congresses and its publications, particularly the International Journal of Person Centered Medicine. Further reflecting the ICPCM’s educational priorities have been institutional collaboration with the educational units of the World Health Organization, the consistent engagement of the World Federation for Medical Education and the International Association of Medical Colleges, and the increasing collaboration with distinguished academic institutions around the world. The First International Congress of the International College of Person Centered Medicine in Zagreb had as main theme Whole Person Health Education and Training. This event and its proceedings are highlighted in this editorial, which then briefly introduces the papers included in the present issue of the Journal.

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Zheleva, Elena. "COMPLETE PROFESSIONAL SELF-REALIZATION OF HEALTHCARE SPECIALISTS WORKING WITH CHILDREN AND ADULTS WITH SPECIAL NEEDS." Student Niepełnosprawny. Szkice i rozprawy, no. 20(13) (February 22, 2021): 11–16. http://dx.doi.org/10.34739/sn.2020.20.01.

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The professional realization of healthcare professionals in dealing with children and adults with special needs requires them to have the knowledge, skills, and necessary professional competencies to identify, perform, and evaluate the activities related to the care of the disabled person. Their activity is focused on the health problem that leads the person with special needs to hospitalization in the medical establishment, which does not exclude satisfying his vital needs. Applying their knowledge and competencies, they collect the information they need for the disabled patient. The processed and specified information is implemented through appropriate interventions and subsequently the results obtained are evaluated. Health care requires logic, systematic to solve a particular health problem of the sick person, and they are an intellectual process [Zheleva 2004]]. The expected results of the professional realization of health care professionals in working with children and adults with special needs can be presented as the application of: learning scientific information on the problems of theoretical and practical aspects of health care nee-ded for children and adults with disabilities; forming knowledge, skills, and compe-tencies in the field of health care for the needy person.

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Grosse, MS, Susan J. "The role of the aquatic professional in the collaboration process." American Journal of Recreation Therapy 11, no. 3 (July 1, 2012): 7–16. http://dx.doi.org/10.5055/ajrt.2012.0022.

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The professional in therapeutic recreation has the potential to interact with a variety of other persons who are involved in the life of an individual with a disability. If that individual participates in an aquatic program, one of the persons with whom a therapeutic recreation staff member interacts is the professional in aquatics. To make that interaction as productive as possible, this article will explore several aspects of the interaction between professionals in therapeutic recreation and professionals in aquatics. There are two aspects to the role of the aquatic professional and that professional’s interaction with therapeutic recreation staff participating in the collaboration process when working with individuals with disabilities. The aquatic professionals’ first job is to obtain information that can possibly impact the aquatic participation of the individual with a disability. If the aquatic program is part of a broader therapeutic recreation program, the primary source for that information may be the therapeutic recreation staff. Second and more often overlooked, there is information that the aquatic professional can provide to other individuals, professionals in therapeutic recreation, and caregivers alike, who also interact with the person with a disability. Because of the unique nature of staffing and participation in aquatics, participation in the collaborative process may be difficult. This article explores the specific details of the interactions of the aquatic professional in the collaboration process. Barriers to collaboration are discussed and possible solutions are presented.

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Schmidt, Manuela, Sigrid Stjernswärd, Pernilla Garmy, and Ann-Christin Janlöv. "Encounters with Persons Who Frequently Use Psychiatric Emergency Services: Healthcare Professionals’ Views." International Journal of Environmental Research and Public Health 17, no. 3 (February 5, 2020): 1012. http://dx.doi.org/10.3390/ijerph17031012.

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Encounters and interactions between healthcare professionals and patients are central in healthcare services and delivery. Encountering persons who frequently use psychiatric emergency services (PES), a complex patient group in a complex context, may be particularly challenging for healthcare professionals. The aim of the study was to explore healthcare professionals’ experiences of such encounters. Data were collected via individual interviews (N = 19) and a focus group interview with healthcare professionals consisting of psychiatric nurses, assistant nurses, and physicians. The data were analyzed with qualitative content analysis. This study focused on the latent content of the interview data to gain a rich understanding of the professionals’ experiences of the encounters. Two themes were identified: “Nurturing the encounter with oneself and colleagues for continuous, professional improvement” and “Striving for a meaningful connection with the patient”. The professionals experienced their encounters with persons who frequently use PES as caring, professional, and humane processes. Prerequisites to those encounters were knowing and understanding oneself, having self-acceptance and self-compassion, and working within person-centered cultures and care environments.

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Appleyard, James, Juan Mezzich, and Tesfamicael Ghebrehiwet. "Development and Implications of the Zagreb Declaration on Person-centered Health Professional Education." International Journal of Person Centered Medicine 4, no. 1 (October 14, 2014): 8–13. http://dx.doi.org/10.5750/ijpcm.v4i1.463.

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The aim of this paper is to describe the development of the 2013 Zagreb Declaration on Person-centered Education and Training and to provide additional information on the action point areas identified during the Declaration’s development process. It is a living document and further suggestions for refinement at our annual Geneva Conferences are welcome.The current health profession educational system, including educators and professional role models, is dominated by professionals trained and practiced in a biomedical system of care focused on the diseases of individuals. There is less emphasis on their personal values and choices within a holistic care paradigm. There is a need for reorienting the education of medical and other health professionals towards person centered approach.Main areas of action include: enhancement of the conceptual bases of professional training and public education; analysis and optimization of the organization and culture of educational institutions; selection of educators and students who are suited to the goals and responsibilities required of health professionals; and promoting curricular developments that have person-centered guiding principles’.

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Gotlib, Anna S. "Dedicated to Budimir Gvidonovich Tukumtsev, professional and person." Sociological Journal 23, no. 1 (2017): 126–32. http://dx.doi.org/10.19181/socjour.2017.23.1.5005.

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Woodhead, Christopher. "Zagreb Declaration on Person Centered Health Professional Education." International Journal of Person Centered Medicine 4, no. 1 (October 14, 2014): 6–7. http://dx.doi.org/10.5750/ijpcm.v4i1.465.

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Xiao, Yuyin, Minye Dong, Chenshu Shi, Wu Zeng, Zhenyi Shao, Hua Xie, and Guohong Li. "Person–environment fit and medical professionals’ job satisfaction, turnover intention, and professional efficacy: A cross-sectional study in Shanghai." PLOS ONE 16, no. 4 (April 27, 2021): e0250693. http://dx.doi.org/10.1371/journal.pone.0250693.

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Objectives Using the person-environment (PE) fit theory, this study aims to explore factors affecting medical professionals’ job satisfaction, turnover intention, and professional efficacy, and to examine individual characters associated with PE fit. Design and methods This study used data from the sixth National Health Service Survey conducted in 2018, with a focus on job outcomes among medical professionals in Shanghai. The reliability and validity of the tools for measuring PE and job outcomes were calculated. A structural equation model was used to examine the relationship among person-job (PJ) fit and person-group (PG) fit, job satisfaction, turnover intention, and professional efficacy. Finally, a hierarchical regression model was used to analyze the association between demographic variables and the PJ and PG fit. Results PG fit was directly and positively associated with job satisfaction and professional efficacy. PJ fit had a direct and positive association with job satisfaction but had a direct and negative association with turnover intention. The indirect association of PJ fit with turnover intention was statistically significant. The results from the hierarchical regression analysis showed that younger physicians generally had a lower level of PJ fit and older physicians with higher education tended to have a lower level of PG fit. Conclusions Medical professionals with higher PJ or PG fit have higher job satisfaction, and those with higher PG fit have higher professional efficacy. The impact of PJ fit on turnover intention was mediated by job satisfaction. Healthcare managers should take actions to effectively promote medical professionals’ PJ and PG fit to improve their retention and efficiency.

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Wilson, C. Ruth, James Appleyard, Juan E. Mezzich, Mohammed Abou-Saleh, Cal Gutkin, Chris Van Weel, and Ted Epperly. "Challenges and Opportunities for Person Centered Integrated Care Through the Life Course." International Journal of Person Centered Medicine 6, no. 2 (July 13, 2016): 79–82. http://dx.doi.org/10.5750/ijpcm.v6i2.576.

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Objective: To examine the opportunities and challenges in achieving person centered integrated care through the life course. Methods: Critical literature review and evidence based analysis of person-centered integrated care through the life course, combined with expert consultation. The World Health Organization’s “Global Framework on Integrated People-Centred Health Services” is used as a basis. Results: Using the approach of the life cycle allows connection of persons’ current health status to their sociocultural, biological, and psychological context. Person centered medicine has as its central precept the relationship between the health professional and person seeking care. This principle is the link to primary health care, which is built on a lasting relationship with individuals and populations in their social context. The patient’s medical home provides one promising model of how health services can be organized to support the full achievement of person centered integrated care. Re-orientation of the health professional education towards generalism, and the development of metrics for measurement of person centered integrated care are required. In 2016 the global crisis in refugees is a particularly prominent challenge for the delivery of person centered integrated care. Conclusion: Universal health coverage can provide equitable access to person centered integrated care throughout the life course. Specialized expertise and skills are important for caring for persons with specific conditions at particular times in the life course. When care is well-integrated, transitions of care are smooth and the critical paradigm of person-centeredness is retained.

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Carreño-Moreno, Sonia Patricia. "COVID-19, Teaching, and Service: The Challenge of Nursing Training Practices." Aquichan 21, no. 2 (June 25, 2021): 1–3. http://dx.doi.org/10.5294/aqui.2021.21.2.1.

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The COVID-19 pandemic has implicated a modification in the formative practices in nursing due to the restrictions for in-person professional practice, following the policy of restricted person-to-person contact. Analyzing the challenges, but also, the strategies looking for a more flexible and different way to perform the practical activities, achieving the learning goals and competencies and priority aspects, because of the ongoing pandemic and the formation of nursing professionals cannot be stoped. In the said context, there's a call for innovation, that allows transcending the conventional ways for practice and allowing the formation of nursing professionals during the pandemic.

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Русаков and Viktor Rusakov. "Psycho-pedagogical methods as a means of organization and personal and professional development of young professionals." Applied psychology and pedagogy 1, no. 2 (August 30, 2016): 1. http://dx.doi.org/10.12737/19575.

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Professional formation of the person is the result of deep personal process. Improving the mechanisms of the professional growth of young specialists in the specific workplace should include psychological and pedagogical methods in the organization and motivation of staff, in order to achieve their professional objectives set.

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Petrovna Gavrilyuk, Nataliya, Yana Vladimirovna Kryucheva, and Svetlana Nikolaevna Semenkova. "Professional Integrity within the Structure of Professional Activity: Psychological and Pedagogical Formation Basis." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 186. http://dx.doi.org/10.14419/ijet.v7i4.38.24436.

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The article covers the issues related to the process of training students for professional activity. The authors introduce a new term "professional integrity". This term is presented by three interrelated structural components: cognitive, communicative, and behavioral. The psychological and pedagogical basis of professional activity is theoretically justified. Diagnostic tools for the problematic area of professional activity are verified empirically. The sources of difficulties and problems faced by a person in professional activity are found out. The authors identify a correlation among the sources of difficulties of a person in the important life spheres. Psychological and pedagogical recommendations on solving problems related to the formation of professional activity at higher education institutions are developed. The findings can be attractive for teachers, psychologists, postgraduate students interested in problems of starting professional activity.

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Petrovna Gavrilyuk, Nataliya, Yana Vladimirovna Kryucheva, and Svetlana Nikolaevna Semenkova. "Professional Integrity within the Structure of Professional Activity: Psychological and Pedagogical Formation Basis." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 191. http://dx.doi.org/10.14419/ijet.v7i4.38.24439.

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The article covers the issues related to the process of training students for professional activity. The authors introduce a new term "professional integrity". This term is presented by three interrelated structural components: cognitive, communicative, and behavioral. The psychological and pedagogical basis of professional activity is theoretically justified. Diagnostic tools for the problematic area of professional activity are verified empirically. The sources of difficulties and problems faced by a person in professional activity are found out. The authors identify a correlation among the sources of difficulties of a person in the important life spheres. Psychological and pedagogical recommendations on solving problems related to the formation of professional activity at higher education institutions are developed. The findings can be attractive for teachers, psychologists, postgraduate students interested in problems of starting professional activity.

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Jaensch, Daniel, Nicky Baker, and Susan Gordon. "Contemporaneous patient and health professional views of patient-centred care: a systematic review." International Journal for Quality in Health Care 31, no. 10 (December 2019): G165—G173. http://dx.doi.org/10.1093/intqhc/mzz118.

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Abstract Objective To understand the domains of agreement and disagreement, related to person-centred care, between the patient and healthcare professional during a shared episode of care. Design A systematic review following the PRISMA protocol searched PubMed (Medline), CINAHL, PsychInfo and Scopus using keywords for health professionals, patients and patient-centred care. A descriptive-interpretive method was used to identify domains described in the person-centred care framework. Setting Research conducted in all healthcare settings (inpatient, outpatient, community) were included. Participants Research which presented the contemporaneous perspectives of a health professional and the person they were providing services to were included. Intervention(s) Research regarding the delivery of any type of health service was included. Main Outcome Measure(s) The person-centred care framework which includes Structure, Process and Outcome as measures for implementing person-centred care was used to interpret and summarize the data. Results After title and abstract screening against inclusion and exclusion criteria, 15 of 1,406 studies were critically appraised. High levels of contemporaneous agreement were identified for easily accessible, supportive and accommodating environments, where information sharing occurred. Contemporaneous agreement occurred most often between patients and healthcare professionals in the importance of sharing information across all geographical settings, with greatest disagreement of patient involvement in the European and American hospital environments. Conclusions Greater understanding of the context of information sharing and drivers for management preferences may support shared decision-making and increase satisfaction. More information regarding contemporaneous experiences of healthcare episodes is required to further inform patient-centred care practices and optimize health outcomes.

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Komleva, Nina V. "Professional competence of the person in the Smart-society." Open Education, no. 1 (January 1, 2017): 27–33. http://dx.doi.org/10.21686/1818-4243-2017-1-27-33.

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Ellard, Donna Beth. "OED. ‘Anglo-Saxonist, n.’: professional scholar or anonymous person." Rethinking History 23, no. 1 (January 2, 2019): 16–33. http://dx.doi.org/10.1080/13642529.2018.1561809.

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Davidson, Steven J. "Are You a Professional or Merely an Economic Person?" Emergency Medicine News 23, no. 10 (October 2001): 21–22. http://dx.doi.org/10.1097/01.eem.0000288584.66146.b2.

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Chambers, Cynthia R., and Amy L. Childre. "Fostering Family-Professional Collaboration Through Person-Centered IEP Meetings." Young Exceptional Children 8, no. 3 (April 2005): 20–28. http://dx.doi.org/10.1177/109625060500800304.

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전영선, 이철희, Taewon Seo, and 이경화. "Educational Program Plan to Train The Multi Professional Person." Journal of Engineering Education Research 15, no. 1 (January 2012): 26–31. http://dx.doi.org/10.18108/jeer.2012.15.1.26.

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Korkonosenko, Sergey G., and Marina A. Berezhnaya. "ORDINARY PERSON IN MEDIA: PUBLIC INTEREST AND PROFESSIONAL EXPERIENCE." HOLOS 2 (April 20, 2016): 432. http://dx.doi.org/10.15628/holos.2016.4036.

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36

Lorenz, Walter. "Reaching the person—social work research as professional responsibility." European Journal of Social Work 19, no. 3-4 (March 16, 2016): 455–67. http://dx.doi.org/10.1080/13691457.2015.1137870.

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37

Prima, Dmitro. "Professional position as a scientific phenomenon." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 233–36. http://dx.doi.org/10.33310/2518-7813-2019-65-2-233-236.

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The article analyzes the scientific approaches to the treatment of a professional position as a scientific phenomenon. It is noted that the conceptual-categorical dimension of the study of the problem of formation of a professional position as a scientific phenomenon lies in the plane of the characteristics of such concepts as «position» («position of the person»), «pedagogical position» («position of the teacher»), «professional position» the need for clarification regarding their interpretation. It was found out that in the reference journals, the notion of «position» is regarded as developing, a multi-dimensional education as a point of view, attitude to something that determines the nature of behavior, action; the nature of the actions caused by this attitude. It is stated that the position in psychology means the official position of a person in one or another subsystem of relations, reflects the dominant and selective attitude of a person to what is essential to it. It is noted that the formation of a position goes through its expansion, awareness and differentiation, one of the manifestations of which is gradually crystallizing professional position. It is generalized that despite the differences in the definition of this definition by different authors, the general definition is a position as a specialist’s attitude to the profession and to itself within it, which is manifested in activity, and a professional position as a person-professional quality, which is formed in the process of learning and is based on development of value-semantic relations to the pedagogical profession, determines the individual style of professional activity of the teacher.

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Sondhi, Arun, and Emma Williams. "Police and health operational staff perspectives on managing detainees held under Section 136 of the Mental Health Act: A qualitative study in London." Journal of Community Safety and Well-Being 4, no. 4 (December 31, 2019): 88–93. http://dx.doi.org/10.35502/jcswb.112.

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Detention under section 136(1) of the Mental Health Act 1983 allows for the police to detain a person from a public place and “remove [them] to a place of safety” if it is “in the interests of that person or for the protection of other persons in immediate need of care or control.” This study examines the interface between police and health professionals covering the conveyance and transfer of detainees to a place of safety and on completion of the assessment prior to inpatient admission. One hundred ninety-six professionals were interviewed across police (n=38), London Ambulance Service (n=2), Mental Health or Emergency Department staff (n=63), and Approved Mental Health Professionals (AMHPs)/Section 12 doctors (n=93). The data was analyzed thematically using a Framework analysis. The conveyance and transfer of detainees was framed by various elements of detainee risk. Healthcare professionals cited clinical risk, risk associated with substance misuse, professional safety, culture of risk aversion, staffing issues, and fear of certain detainee groups as the main issues. For police, risk was discussed within the context of institutional or professional fear of negligence due to an adverse incident. It is argued that the negative framing of risk at this point of the detention process by all professionals creates a negative therapeutic environment for detainees. Whilst safety is an essential part of the detention process, these distinctions problematize the process for a detainee. The article argues for a more balanced framing of risk to establish a more therapeutic interaction between detainees and police and healthcare providers.

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Miller, Raissa M., and Casey A. Barrio Minton. "Experiences Learning Interpersonal Neurobiology: An Interpretative Phenomenological Analysis." Journal of Mental Health Counseling 38, no. 1 (January 1, 2016): 47–61. http://dx.doi.org/10.17744/mehc.38.1.04.

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Neuroscience is increasingly part of the national dialogue regarding mental health and yet little is known about the experiences of mental health professionals learning and integrating neuroscience into their work. In this study, the authors explored mental health professionals' experiences learning Interpersonal Neurobiology (IPNB). Four super-ordinate themes emerged from an interpretative phenomenological analysis: (1) learning process as dynamic and engaging, (2) deepening knowledge and understanding of self and others, (3) personal and professional growth, and (4) impact on therapeutic practice. Three higher-order constructs appeared embedded within and across themes: learning as ongoing, person of the participant, and person of the instructor. These findings suggest learning IPNB through experiential-based means had a profound impact on participants' personal and professional development, specifically in areas related to characteristics of effective counselors. Implications for future research and mental health practice are discussed.

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Mas‘ud, Abd Rachman. "ETIKA PROFESSIONAL DAN RUH AGAMA DI AWAL MILLENIUM." Dialog 32, no. 1 (October 19, 2017): 69–73. http://dx.doi.org/10.47655/dialog.v32i1.128.

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The concept of professional ethics is partly comprised of what a professional should or should not do in the work place. It also encompasses a much greater part of the professionals life. If a professional is to have ethics then that person needs to adopt that conduct in all of his dealings. There are professional codes of ethics to consider and adopt in the way professionals conduct themselves in and out of the work place. This article explaines things that are included in professional ethichs, consist of concepts like: efficiency, professionalism, working well, little waste, diligence, punctuality, frugality, humbleness, spirit of prestige, need for achievement, open-minded, self-discipline and responsibility, self-reliance and the interpretation of religious thoughts. These ethics will be the basis of national development and needs to be reidentified in this 21st century.

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Russell, Shelby. "The Economic Loss Rule and the Design Professional’s Liability in Texas." Texas A&M Law Review 3, no. 3 (May 2016): 691–719. http://dx.doi.org/10.37419/lr.v3.i3.8.

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The economic loss rule bars recovery by a party who suffers only economic loss, unaccompanied by harm to the person or property. Although the economic loss rule was developed as a way to maintain a “boundary line” between contract and tort law, the application of the rule has proven difficult because of its potential for broad applicability and inequitable results. Because of this, several jurisdictions across the United States have adopted exceptions to the general economic loss rule. One such exception is negligent misrepresentation. The negligent misrepresentation exception is outlined in section 552 of the Second Restatement of Torts. The exception provides that a person who conveys negligent information in the course of his or her business for the guidance of persons within a limited class, who then rely on that information to their detriment, are liable to those persons in tort notwithstanding the economic loss rule. Until recently, Texas law was unclear as to whether it had adopted negligent misrepresentation as a general exception to the economic loss rule. It is clear, however, that Texas has adopted an exception to the economic loss rule for professionals who provide negligent information in the course of their profession. The Court in LAN/STV v. Martin K. Eby Constr. Co. (“LAN/STV”) chose not to extend this exception to design professionals who provide negligent design plans to contractors for a construction project. This decision has received backlash by many in the construction industry as it produces inequitable results and does not extend the “professional” exception to design professionals. Texas should adopt the negligent misrepresentation exception to the economic loss rule, as applied to design professionals in the construction context, so that tort remedies are available to contractors who suffer economic losses due to their reliance on negligent plans from a design professional.

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42

Hjärthag, Fredrik, Karin Persson, Karin Ingvarsdotter, and Margareta Östman. "Professional views of supporting relatives of mental health clients with severe mental illness." International Journal of Social Psychiatry 63, no. 1 (January 31, 2017): 63–69. http://dx.doi.org/10.1177/0020764016682268.

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Background: Supporting families where one person suffers from long-term severe mental illness (SMI) is essential, but seems hard to reach. The aim of this study was to examine professionals’ views of supporting relatives of persons with SMI. Material: Individual interviews mirroring personal narratives and group interviews reflecting group-processed answers were conducted among 23 professionals and analyzed thematically. Results: Three themes emerged: (a) information and group interaction reduces stigma and increases well-being, (b) professionals need to feel secure and confident about how the support structure works and (c) collaboration is difficult but required on several levels. Conclusion: Trusting relationships with families were considered important, although seldom achieved; professionals wished to feel secure in their role toward relatives of a person with SMI; and professionals wanted to feel confident when working together with other services to support families.

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43

Hopkins, Anthony, Juliet Solomon, and Julia Abelson. "Shifting Boundaries in Professional Care." Journal of the Royal Society of Medicine 89, no. 7 (July 1996): 364–71. http://dx.doi.org/10.1177/014107689608900704.

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The nature of the work undertaken by different health professionals and inter-professional boundaries are constantly shifting. The greater knowledge of users of health care, and the increasing technical and organizational complexity of modern medicine, have partly eroded the control of health professionals over the substance of their work. The definition of a field of work as lying within the province of any one profession is culturally rather than scientifically determined. It is evident that care of good quality should be delivered at the lowest possible cost. This might include delivery of care by a less trained person than heretofore, or by someone with limited but focused training. Sharing of skills is a more sensible subject for discussion than transfer of tasks. We review a number of studies which show the effectiveness of inter-professional substitution in various care settings, and also the effectiveness of substitution by those other than health professionals. The views of users of health services on inter-professional substitution need to be considered. Health professionals and others need to work together to devise innovative ways of delivering effective health care. The legal issues need clarification.

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Kulikova, Y. A., A. V. Kornienko, and G. V. Jukevich. "To the question about problems in the fi eld of vocational rehabilitation of the disabled." Normirovanie i oplata truda v sel'skom hozyajstve (Rationing and remuneration of labor in agriculture), no. 8 (August 1, 2020): 12–23. http://dx.doi.org/10.33920/sel-06-2008-02.

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The article deals with issues related to the problem of vocational rehabilitation of disabled people. The competence of the Russian Federation in the fi eld of rehabilitation of disabled persons in the person of its Federal authorities and management, subjects of the Russian Federation and local self-government bodies is specifi ed. The content of such concepts as "services for professional rehabilitation of disabled people" in accordance with the state standard GOST R 53873-2010 Rehabilitation of disabled people is disclosed. Professional rehabilitation services for the disabled; "professional rehabilitation program" and "options for professional rehabilitation". Despite the fact that professional rehabilitation and adaptation in the workplace is an integral part of the state policy in the fi eld of social protection of persons with disabilities, there are many unresolved problems and diffi culties in this area.

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45

Khan, Faheemullah, and Abdurrehman. "Impact of Gender and Locality Differences upon Professional Attitude of Physical Education Professionals." Global Physical Education & Sports Sciences Review III, no. I (December 30, 2020): 21–26. http://dx.doi.org/10.31703/gpessr.2020(iii-i).04.

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Professional attitude has a key role in performing any duty. If a person lacks positive professional attitude or has natural attitude towards his/her profession then it creates many problems. So there for positive professional attitude has fruitful results in performing any task. This study was initiated to know the impact of demographic difference, locality and gender upon professional attitude of physical education professionals. Total 125 participants participated in this study which was selected through purposive sampling technique. Consents of 77 male and 48 female were taken for the purpose of gender based difference impact and in which 50 were from rural and 75 were from urban setup. It was for locality wise difference. Data was collected through questionnaire and was analyzed by using SPSS. The concluded results shown that gender differences has no significant impact upon professional attitude of physical education professionals and similarly locality is also has no significant impact upon professional attitude of physical education professionals. Both groups were found same in locality basis and gender basis. The mean score of both groups were found significantly same.

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46

Николаев, Валериан. "You are not born a Person, you become a Person." Siberian Research 5, no. 1 (May 31, 2021): 42–43. http://dx.doi.org/10.33384/26587270.2021.05.01.09e.

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A surgeon working in the northern regions of Yakutia, chief physician, resident physician at the Second Pirogov Moscow ‘Order of Lenin’ State Medical University, surgeon-phthisiologist of Yakutia Institute for Research in Tuberculosis—this is the quality path of Innokenty Vinokurov in his career of a doctor and an innovative surgeon and phthisiologist. This professional development was underpinned by a number of great human qualities such as keen-witted character, strong work ethic, strong will of a northerner, commitment, curiosity, refined perception of the environment, creativity in everything he ever attempted to do. An innovative surgeon, a research scientist, a novelist—Innokenty Vinokurov, who dedicated more than 40 years of his life to healing and serving others, fell victim to the horrible pandemic of the 21st century, which took his life on June 21, 2020.

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47

Zheng, Guanghuai, Haijuan Liu, Yean Wang, and Beili Chen. "The Embedded Paradox of Organizational Turnover and Professional Autonomy." Research on Social Work Practice 31, no. 6 (January 28, 2021): 662–70. http://dx.doi.org/10.1177/1049731520984535.

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Purpose: This study aims to investigate the effects of professional autonomy (PA) and person–environment fit (person–job [PJ] fit and person–organization [PO] fit) on turnover intention (TI). Methods: We take a total of 1,133 professional social workers with formal educational background from the China Social Work Longitudinal Study 2019 as our sample and use structural equation modeling as our analysis method. Results: We find that an increase in person–environment fit is significantly associated with a decrease in Chinese social workers’ organizational TI, and this relationship is mediated by PA. However, PA has greater power to buffer the effects of PJ fit than those of PO fit on TI. Conclusions: This finding improves existing understanding of the paradox of social workers embedded in the community. An occupational environment that promotes PA is urgently needed to address this paradox and to prevent social workers’ TI.

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48

Jayawardena, Hemamal. "AIDS and Professional Secrecy in the United States." Medicine, Science and the Law 36, no. 1 (January 1996): 37–42. http://dx.doi.org/10.1177/002580249603600108.

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Objective: To create a legal awareness of AIDS patients' right to privacy among the medical profession. Discussion and recommendations: Doctors should recognize confidentiality as a patient's right, since in most countries the AIDS patient is practically considered a person who is going through a punishment, having no legal rights, rather than a patient suffering from a grave illness. Originally the common law did not recognize the concept of professional secrecy as a right of the patient. It was only regarded as an ethical duty not actionable in court. But with the eruption of diseases such as AIDS, statutes requiring written authorization for the release of confidential information were enacted. A problem with our hospital records is that they are freely available to almost all the staff in the hospitals and sometimes even to outsiders. In the case of AIDS at least, strict measures should be taken to enforce secrecy in relation to all disease-related information such as sexual history, HIV status and CD4 cell counts. The duty to keep medical information confidential is not absolute. An overriding duty towards society, occurs when the benefits of disclosure outweigh its harm. This Utopian argument is even more convincing when an HIV-positive person is acting irresponsibly, engaging in risky behaviour without warning the partner. All persons who have a compelling interest, such as sexual partners, needle sharers, medical and nursing personnel, should be provided with this information. It should also extend to mortuary attendants when the patient dies. A person having a STD has a legal duty to take precautions against transmission. In Berner v. Caldwell (543 So. 2d. 686), the US court held that one who knows or should reasonably know that he has genital herpes is under a duty to abstain from sex or warn others before risky contact. As doctors we should familiarize ourselves now with the concepts and laws regarding patients' rights, without waiting until a malpractice crisis develops to correct ourselves.

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Loscher, Georg, Sascha Ruhle, and Stephan Kaiser. "Commitment Profiles of Accountants: A Person-Centered Study of the Commitment towards Profession and Organization." Behavioral Research in Accounting 32, no. 1 (July 1, 2019): 51–68. http://dx.doi.org/10.2308/bria-52476.

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ABSTRACT The purpose of this study is to investigate the commitment of public accountants toward their profession and organization, and to provide evidence for various commitment profiles. Specifically, we analyze the relationships between commitment profiles and differences seen in the work context, professional and commercial values, role conflict and ambiguity, and client commitment. The study is based on a survey of 435 German public accountants. It employs a person-centered approach to identify commitment profiles based on latent profile analysis. Using multidimensional scales of professional and organizational commitment, we identify differences in the manifestation of affective, normative, and continuance commitment. By introducing a person-centered approach in the study of accounting professionals, we found six latent profiles, including a fully committed profile that almost exclusively relates to partners in small- and medium-sized accounting firms. Our results show that studies of accountants' commitment benefit from using a person-centered, multidimensional approach. JEL Classifications: M100; M420.

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Дружинина, Юлия, Yulia Druzhinina, Егор Трезубов, and Egor Trezubov. "Professional Representation in the Civil Court under the Judicial Reform." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 3, no. 2 (September 3, 2019): 165–72. http://dx.doi.org/10.21603/2542-1840-2019-3-2-165-172.

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The paper features the problem of the qualification standard for court representatives introduced into the Civil Procedure Code and the Arbitration Procedure of the Russian Federation. The current legislation that regulates relations in the field of higher education allows for a broader interpretation of the concept of “person with higher education”. In this regard, not every person with a higher legal education will be able to provide a qualitative representation in court. It may interfere with the right to qualified legal assistance and does not improve the quality of such assistance. The authors do not approve of the fact that the figure of attorney was excluded from the final text of the law, as well as the impossibility of joint representation of the party’s interests by several persons, including those without higher legal education, provided that at least one of them has the necessary education. The authors highlight various separate procedural problems associated with the non-uniform character of the requirements for representatives depending on the type of court. These problems are also found in the implementation of another institute introduced by the Federal Law of November 28, 2018, No. 451-FZ – namely, reference of jurisdiction.

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Journal articles on the topic 'Professional person'

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