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Journal articles on the topic 'Professional practices'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 June 2025

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1

Fortuna, Cinira Magali, Silvia Matumoto, Silvana Martins Mishima, and Anna Maria Meyer Maciel Rodríguez. "Collective Health Nursing: desires and practices." Revista Brasileira de Enfermagem 72, suppl 1 (2019): 336–40. http://dx.doi.org/10.1590/0034-7167-2017-0632.

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ABSTRACT Objective: To discuss and reflect on collective health nursing practices, presenting the work-related experience of nurses. Method: This was a reflection paper based on the labor process theory. Results: Studies conducted in research groups, discussions at scientific events, and professional experiences point to the importance of recognizing the intentionality of health work. Furthermore, it is essential t understand the health-illness-care process adopted and advocated by health professionals, and the role of social determinants and the entire historical, political, economic and social context of professional training, healthcare service organization and society. Conclusion: Collective health nursing practices play an important role in the health care provided to the population. Nurses are reference professionals in health care in all stages of life; however, further reflection is required on professional training, politicization, and the concepts of health and illness that guide professional practices.

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Putney, LeAnn G., and Nancy P. Gallavan. "Section III. Professional Practices." Action in Teacher Education 36, no. 5-6 (2014): 463–64. http://dx.doi.org/10.1080/01626620.2014.977742.

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Mitchell, Fiona, and Liz Ross. "Professional Practices in Action." Journal of Medical Imaging and Radiation Sciences 49, no. 1 (2018): S16—S17. http://dx.doi.org/10.1016/j.jmir.2018.02.047.

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4

Webster-Wright, Ann. "Reframing Professional Development Through Understanding Authentic Professional Learning." Review of Educational Research 79, no. 2 (2009): 702–39. http://dx.doi.org/10.3102/0034654308330970.

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Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

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Carrer, Claudiohana, Julia Gabriela Santi Marchini, Daiana Kloh Khalaf, and Márcia Helena de Souza Freire. "Atenção primária e capacitação profissional para aplicação das práticas integrativas e complementares: revisão integrativa." Espaço para a Saúde - Revista de Saúde Pública do Paraná 23 (November 21, 2022): 1–13. http://dx.doi.org/10.22421/1517-7130/es.2022v23.e887.

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The objective of this study was to analyze the process of professional training and qualification for Integrative and Complementary Practices and to propose strategies for permanent health education, aiming at the continuity and integrality of care in Primary Health Care (PHC) and at home. This is an integrative review, carried out in the Virtual Health Library and in the PubMed, Scopus, SciELO, Web Of Science and CINAHL databases. The sample consisted of 13 studies. The results were grouped into four categories: professional training and qualification education on Integrative and Complementary Practices; the knowledge and advantages of training to offer Integrative and Complementary PracticesS; the most used Integrative and Complementary Practices; and, the predominant professional areas in the process of applying for Integrative and Complementary Practices. The state of the art on the process of training and application of Integrative and Complementary Practices in Primary Health Care can be known, by professionals graduated in the health area, filling knowledge gaps and providing suggestions for health permanent education strategies.

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Torlone, Francesca. "Educators in prison. Identity and learning valences embedded in the policies and organizational practices and behaviors." Form@re - Open Journal per la formazione in rete 23, no. 2 (2023): 286–95. http://dx.doi.org/10.36253/form-14708.

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Professional identity of the legal and pedagogical professionals in prison settings has been greatly affected by transformations that have occurred over time in the culture of the penal and penitentiary system. The transition towards a re-educating culture of the prison system after the Second World War has highlighted a new identity, a new role. This is not always accompanied by new awareness and educational practices and behaviours. This paper intends to reconstruct the professional identity of the legal and pedagogical professionals and their role while working through a short normative excursus that over time accompanied its definition. The ability of professionals to construct the meaning of their educational job and role in prison is affected by the values, ethics and knowledge of each single professional. It is also affected by the social and working system they belong to. The more each professional is able to autonomously construct the sense of his/her own work and professional role, the clearer and more conscious acted his/her identity is. Explicit rules do not necessarily impact on that. La professionalità rieducativa in carcere. Identità e valenze educative incorporate nelle policy, prassi e comportamenti organizzativi. Le trasformazioni occorse nel tempo nella cultura del sistema penale e penitenziario hanno inciso sull’ identità professionale dei professionisti della funzionalità giuridico-pedagogica. Il passaggio verso una cultura rieducante del sistema-carcere nel secondo dopo-guerra ha messo in luce una nuova identità, un nuovo ruolo cui non sempre si accompagnano nuove consapevolezze e pratiche educative. Il contributo intende ricostruire l’identità di ruolo del funzionario giuridico-pedagogico attraverso un breve excursus normativo che ne ha accompagnato la definizione. Sulla capacità di costruirsi il senso del lavoro educativo in carcere incidono valori, etica, conoscenze del singolo professionista ma anche i sistemi sociali e lavorativi di appartenenza. Quanto più il professionista è in grado di costruire in autonomia il senso del proprio lavoro e del proprio ruolo professionale tanto più chiara e consapevolmente agita è la sua identità. Non è detto importi la presenza di teorie dichiarate.

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García-Grau, Pau, Gabriel Martínez-Rico, R. A. McWilliam, and Margarita Cañadas Pérez. "Typical and Ideal Practices in Early Intervention in Spain During a Transformation Process of Professional Practices." Journal of Early Intervention 42, no. 1 (2019): 3–19. http://dx.doi.org/10.1177/1053815119859046.

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Early intervention (EI) has evolved toward a family-centered approach over the past decades. Despite emphasis on this philosophy, however, the field still needs to move from a child- and deficit-based approach to a family-centered one. This study aimed to be a baseline description of professional practices of 250 EI professionals in Spain during a change to family-centered practices by the Spanish Confederation of organizations for people with intellectual disabilities, Plena Inclusión. We conducted variance analysis on the Families in Natural Environments Scale of Service Evaluation–II (FINESSE-II), and found ideal-practices scores to be higher than typical practice in all factors of the scale. Location of the intervention and city size had an impact on the total FINESSE-II score, whereas professional demographic variables did not. Ideal practices of family-centered professionals were higher than those of non-family-centered professionals in the total score and in all factors, especially in the Functional Intervention factor.

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Lander, Michel W., J. (Hans) van Oosterhout, Pursey Heugens, and Jorien L. Pruijssers. "Career stage dependent effects of law firm governance: A multilevel study of professional-client misconduct." Human Relations 72, no. 9 (2018): 1497–529. http://dx.doi.org/10.1177/0018726718796157.

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Are governance practices employed by professional service firms equally effective in preventing professional-client misconduct for professionals at different stages of their career? Drawing upon professional-agency theory and the literature documenting professional career patterns, we develop a multilevel theoretical model to answer this question. We test our model in the empirical context of the Dutch legal profession, using firm-level survey data on 142 law firms and individual-level archival data from the 2994 lawyers working for these firms to explain 97 formally adjudicated complaints of professional-client misconduct committed by individual lawyers registered with the Amsterdam Bar Association. We find that the ‘orthodox’ distinction between informal behavioral and formal outcome-based governance practices is too course-grained to receive empirical support, and that firm-level governance practices only reduce professional-client misconduct when they are specifically targeted at the career stage of the lawyers employed. Our findings not only allow us to develop a finer-grained version of Sharma’s professional-agency model, but may also be practically useful in developing firm-level governance practices targeted at different strata of professionals.

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Day, Dennis, and Kristian Mortensen. "Inscribed objects in professional practices." Journal of Applied Linguistics and Professional Practice 14, no. 2 (2020): 119–26. http://dx.doi.org/10.1558/jalpp.40427.

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Filipe, HelenaP, KarlC Golnik, EduardoD Silva, and AndriesA Stulting. "Continuing professional development: Best practices." Middle East African Journal of Ophthalmology 21, no. 2 (2014): 134. http://dx.doi.org/10.4103/0974-9233.129760.

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Barbosa, Elisangela Almeida, and Michely Inêz Prado de Camargo Libos. "Pedagogical practices in professional education." Revista Ibero-Americana de Estudos em Educação 13, esp1 (2018): 546–52. http://dx.doi.org/10.21723/riaee.nesp1.v13.2018.11453.

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Helm, Bob, Laura W. Boyd, and Cindy K. Longwill. "PROFESSIONAL INTERDEPENDENCE IN DIVORCE PRACTICES." Family Court Review 30, no. 3 (2005): 385–96. http://dx.doi.org/10.1111/j.174-1617.1992.tb00266.x.

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Shive, J. Jerrald. "Professional Practices Boards for Teachers." Journal of Teacher Education 39, no. 6 (1988): 2–7. http://dx.doi.org/10.1177/002248718803900602.

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Haun, John D. "Geologic Ethics and Professional Practices." Environmental Geosciences 7, no. 1 (2000): 67–68. http://dx.doi.org/10.1046/j.1526-0984.2000.71009.x.

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den Hoed, Wilbert, and Antonio Paolo Russo. "Professional travellers and tourist practices." Annals of Tourism Research 63 (March 2017): 60–72. http://dx.doi.org/10.1016/j.annals.2016.12.012.

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Anderson, R.J. "Research activities and professional practices." Ethnographic Studies 19 (December 29, 2022): 114–25. https://doi.org/10.5281/zenodo.7637976.

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Larry, Vine Sacote-Labadan, and C. Tantiad Rosalinda. "Teachers' Professional Development and Practices." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 05 (2025): 2382–89. https://doi.org/10.5281/zenodo.15380478.

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Professional development is the cornerstone of enhancing teachers' practices and overall effectiveness in the ever-evolving landscape of education. This study explored the level of teachers’ professional development and teaching practices, their significant relationship and identify which of the professional development such as trainings, seminars, coaching and mentoring influence the teachers’ practices like teaching strategies and classroom management. A correlational and causal research design were employed with validity and reliability tested, researcher-made questionnaire. Survey was conducted to 123 elementary school teachers, taken through stratified random sampling using Slovin’s formula. Mean, Standard Deviation, Pearson Product Moment Correlation Coefficient and Multiple Linear Regression were the statistical tools used. Results revealed that teachers' professional development was at very high level, and teaching practices were very high. There was a strong positive correlation between professional development and classroom management. Moreover, teachers’ professional development influence teachers’ practices. It can be concluded that teachers’ professional development is essential in teachers’ best practices. Thus, a regular or continuous trainings and seminars, coaching and mentoring be given to teachers.

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Suorsa, Anna, Anna-Maija Multas, Emilia Rönkkö, Eevi Juuti, Anelma Lammi, and Heidi Enwald. "Information practices in multi-professional work in urban planning." Information Research an international electronic journal 29, no. 2 (2024): 557–72. http://dx.doi.org/10.47989/ir292847.

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Introduction. This study investigates information practices to develop multi-professional work in the planning of healthy living environments in and around urban planning. Method. A qualitative approach was used to study information practices in two city organisations in Finland. 16 professionals working in urban planning, urban planning, traffic, landscaping, promotion of well-being and environmental health and protection were interviewed in semi-structural interviews. Analysis. Interview data was analysed with content analysis, focusing on the information practices in their organisational and multi-professional context. Results. The professionals maintained and developed information practices to use, seek, share and create information in their work on urban planning within city organisations and in the stakeholder networks. Conclusion. The complexity of information-based decision-making can be understood by understanding the wide range of information practices as using, seeking, sharing, and creating information in multi-professional work. In addition, it is important to note, that also organising and managing both information and information practices are needed in information-based decision-making.

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Bakhshi, Savita, and Alison While. "Health Professionals’ Alcohol-Related Professional Practices and the Relationship between Their Personal Alcohol Attitudes and Behavior and Professional Practices: A Systematic Review." International Journal of Environmental Research and Public Health 11, no. 1 (2013): 218–48. http://dx.doi.org/10.3390/ijerph110100218.

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Montalbano, Cristin, Julie Lang, James C. Coviello, et al. "Inclusive Education Virtual Professional Development: School-Based Professionals’ Knowledge of Best Practices." Education Sciences 14, no. 9 (2024): 1030. http://dx.doi.org/10.3390/educsci14091030.

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This study investigated the effectiveness of a five-session virtual professional development program designed to increase the knowledge of inclusive education practices among school-based professionals from 26 schools on a topic of their choice. Participants, including administrators, general and special education teachers, child study team members (i.e., school psychologists, school counselors, and social workers), and others, demonstrated statistically significant increases in content knowledge on Accommodations and Modifications, Universal Design for Learning (UDL), Co-teaching, and Differentiation, as measured by pre- and post-assessments. Utilizing multilevel modeling and dependent samples t-tests, the results confirm the usefulness of virtual professional development in building knowledge of inclusive education practices. The findings provide empirical support for virtual training and offer insights into best practices for delivering professional development in inclusive education, suggesting future research should investigate the long-term impacts on classroom practices and student outcomes.

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Umberger, Forrest, Gary Weld, and Jane Van Reenen. "Tongue Thrust: Attitudes and Practices of Speech Pathologists and Orthodontists." International Journal of Orofacial Myology 11, no. 3 (1985): 5–13. http://dx.doi.org/10.52010/ijom.1985.11.3.2.

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A questionnaire was mailed to a sample of speech pathologists and orthodontists throughout the United States to determine their views on tongue thrust, to discover the sources of those views, and describe the influence they are having on professional practices. The majority of speech pathologists and orthodontists sampled favored treatment or referral for some cases of tongue thrust and that speech pathologists and myofunctional therapists would be the most likely professionals for treating tongue thrust. The source of these views was most often accredited to professional practice. The majority of professionals sampled reported treating or referring cases of tongue thrust despite the fact that they acknowledged the lack of research evidence to provide them with clear direction for their professional practice.

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Bartlett, Christopher W., and William C. Ray. "Are the Organisational Management Characteristics of Healthcare Organisations Distinguishable from Other Professional Organisations?" Journal of Health Management 23, no. 4 (2021): 585–93. http://dx.doi.org/10.1177/09720634211050445.

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Organisational management characteristics occur with varying rates across industries and organisations within industries. While professional organisations tend to have fewer undesirable management characteristics than non-professional organisations, little work has been done to assess whether healthcare, with its unique legal structure that can put hospital administration at odds with physician autonomy, is an exception among professional organisations. In this study, rates of positive as well as undesirable management practices were estimated from publicly available ethnography data and compared to data from non-healthcare professional settings. A structured literature review was conducted to validate the ethnography data and further explore possible mechanisms. The main finding is that healthcare professionals do have greater group conflict with administration than other professionals and that healthcare settings exhibit greater instances of unwritten rules than other professional organisations. Overall, our results suggest that common management practices in other professional settings may not fully apply to healthcare. The potential for group conflict between physicians and administration is higher than other autonomous professional fields. Healthcare administration may benefit from examining practices in non-professional settings for beneficial ideas in management innovation.

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Jochemsen, Henk. "NORMATIVE PRACTICES AS AN INTERMEDIATE BETWEEN THEORETICAL ETHICS AND MORALITY." Philosophia Reformata 71, no. 1 (2006): 96–112. http://dx.doi.org/10.1163/22116117-90000377.

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One of the career options Ede Christian University for higher professional education (CHE) offers is nursing. As a Christian professional school, the ECU provides learning environments for nursing students to become professionals who are to exhibit a Christian life style, values and professional ethics. Nursing graduates of our school in general may have a Christian disposition regarding major issues in health care like displaying respect for patients, having a correct attitude, practising informed consent, displaying confidentiality, and avoiding euthanasia etc. A worrying development for educators, though, is that often within a year after their graduation these young nursing professionals may adopt the secularized behaviour predominant in their workplace, even when that behaviour in some respects contrasts with the values they internalized during their nursing education. (Fortunately, it can also be noted that later in their career, the graduates of our school may return to the values and norms they once learned at school. What on first sight did not seem ‘practical’ to adhere to in the workplace, some do come to recognize as essential for their own morally competent performance of their practice). Apparently, the shaping force of the social context of a professional practice can be stronger than the personal beliefs young professionals adopt before their graduation.

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Okoye, Peter Uchenna, Isaac Abiodun Odesola, and Kevin Chuks Okolie. "Optimising the Awareness of Benefits of Sustainable Construction Practices in Nigeria." Baltic Journal of Real Estate Economics and Construction Management 9, no. 1 (2021): 62–77. http://dx.doi.org/10.2478/bjreecm-2021-0006.

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Abstract Awareness of the benefits of sustainable construction practices has been acknowledged as the fundamental principle that underlies its implementation. This survey study examined the level of awareness of the benefits of sustainable construction practices among building construction stakeholders and the strategies for optimising the awareness level through the use of questionnaire. The Mann–Whitney U Test result revealed that there was significant difference in the awareness level of benefits of sustainable construction practices between building professionals and non-professionals, in spite of a general moderate high level of awareness; due to difference in the training background and experience of the professionals and non-professionals. The Relative Importance Index (RII) result further showed that these differences could be narrowed through the adoption of 12 strategies for promotion of awareness. For maximum optimisation, the study suggested that six high level importance strategies had to be operationalised. However, when these are not readily available or very difficult to apply, alternative medium-high level importance strategy could be adopted. Thus, since non-professional stakeholders such as clients and non-professional contractors do not have opportunity of learning as professionals, the study suggested that the professionals should engage in such strategies as community or professional group engagement and local partnership with the non-professional stakeholders so as to create an interface that would promote awareness of benefits of sustainable construction practices among the stakeholders. Similarly, relevant authorities, such as government agencies and regulatory bodies need to embark on other alternative strategies such as advertisement promotion, etc.

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Andrey PROKOFYEV. "Professional Ethics: Philosophical Analysis of Moral Regulation of Professional Practices." Social Sciences 55, no. 002 (2024): 115–32. http://dx.doi.org/10.21557/ssc.98116375.

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Polgar, Michael F. "Professional Ethics in Three Professions during the Holocaust." Conatus 4, no. 2 (2019): 207. http://dx.doi.org/10.12681/cjp.21053.

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Modern scholars and bioethicists continue to learn from the Holocaust. Scholarship and history show that the authoritarian Nazi state limited and steered the development and power of professions and professional ethics during the Holocaust. Eliminationist anti-Semitism drove German professions and many professionals to join in policies and programs of mass deportation and ultimately genocidal mass murder, while also excluding many professionals (including most Jewish professionals) from paid work. For many physicians and other medical professionals, humane and truly ethical practices were limited by constrained professional autonomy and coercive state laws. Education and research in natural sciences were distorted by applications of racist eugenic policies and practices. In law schools and legal professions, professionals were rewarded as judgmental enforcers of state policies, often working with limited independent agency and in the public sphere. Mass harm and mass crimes were therefore perpetrated in accordance with Nazi laws and policies, incorporating professions and professionals into destructive practices, along with other occupational groups.

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Dantong, Jack Sam Dalyop. "Unethical Professional Practices and Poor Craftsmanship of Construction Projects Performance in Nigeria: Consequences and the Way Forward." Journal of Civil Engineering and Environmental Sciences 3, no. 1 (2017): 022–30. https://doi.org/10.17352/2455-488X.000 017.

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Construction professionals and craftsmen are expected to exhibit high level of professionalism by adhering to their professional ethics when discharging their duties. This study observed that unethical professional practices and poor craftsmanship on construction projects consequences are evident in the Nigerian Construction Industry (NCI). This negative trend affects performance of construction projects and the role of the industry in enhancing the economic growth of the country. Hence, the study sought to identify these effects to provide remedies for curbing them. Explorative studies and questionnaire survey methods were used to obtained data from interviews and interactions with construction professionals and craftsmen. Data obtained were analysed using SPSS for reliability, correlation tests, signifi cance test, and descriptive statistics. Result reveals identified effects of unethical professional practices and poor or unskilled craftsmanship to be severed on projects performance. Amongst them are: vulnerability to frequent maintenance work, delays, cost overruns and lack of adequate training for craftsmen are the extremely severe effects. Adherence to professional ethics, transparency and accountability in contract administration, the use of approved construction designs from certified professionals, training and retraining of both professionals and craftsmen is considered highly effective for curbing unethical professional practices and poor craftsmanship. The research recommends construction professional bodies, regulatory bodies and the government to adopt the research findings on the remedies and these organizations should be synergized in implementing the remedies. The research result will assist in curbing unethical practices and poor craftsmanship, thus, facilitates professionalism in the NCI to meet international best practice.

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Gazzinelli, Maria Flavia, Vania de Souza, Rosa Maria Godoy Serpa da Fonseca, Marconi Moura Fernandes, Angélica Cotta Lobo Leite Carneiro, and Luanna Kelen Godinho. "Educational Group Practices in Primary Care: Interaction Between Professionals, Users and Knowledge." Revista da Escola de Enfermagem da USP 49, no. 2 (2015): 0284–91. http://dx.doi.org/10.1590/s0080-623420150000200014.

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OBJECTIVE To investigate the concept understood by Family Healthcare Strategy (ESF) professionals of knowledge, education and subjects participating in learning activities. METHOD Qualitative study carried out with the ESF professionals with university degree, members of the healthcare staff who undertook educational health group activities at Basic Healthcare Units (UBS) in Belo Horizonte. The following triangulation techniques were used: participant observation, photos and field notes; interviews with professionals; and document analysis. RESULTS We identified three interaction patterns that are different from each other. Firstly, the professional questions, listens and provides information to users, trusting in the transmission of knowledge; secondly, the professional questions and listens, trusting that users can learn from each other; thirdly, the professional questions, listens, discusses and produces knowledge with users, both teaching and learning from each other. CONCLUSION There are educational practices that include unique methods capable of creating a militant space for citizenship engagement.

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Ozar, David T., Cynthia Kristensen, Stephen Z. Fadem, Robert Blaser, Dale Singer, and Alvin H. Moss. "Nephrologists’ Professional Ethics in Dialysis Practices." Clinical Journal of the American Society of Nephrology 8, no. 5 (2012): 840–44. http://dx.doi.org/10.2215/cjn.08490812.

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Edwards Groves, Christine, and Karin Rönnerman. "Generating leading practices through professional learning." Professional Development in Education 39, no. 1 (2013): 122–40. http://dx.doi.org/10.1080/19415257.2012.724439.

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Peeler, Eleanor, and Beverley Jane. "Mentoring: Immigrant teachers bridging professional practices." Teaching Education 16, no. 4 (2005): 325–36. http://dx.doi.org/10.1080/10476210500345623.

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Rasmussen, Gitte, Elisabeth Muth Andersen, and Elisabeth Dalby Kristiansen. "Professional interactional practices in dementia care." Logopedics Phoniatrics Vocology 44, no. 1 (2019): 1–6. http://dx.doi.org/10.1080/14015439.2019.1554850.

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Levy, Mark A., Robert M. Arnold, Michael J. Fine, and Wishwa N. Kapoor. "Professional Courtesy -- Current Practices and Attitudes." New England Journal of Medicine 329, no. 22 (1993): 1627–31. http://dx.doi.org/10.1056/nejm199311253292207.

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Morrison, Laura, and Janette Hughes. "Promising practices for online professional learning." Computers and Education Open 7 (December 2024): 100209. http://dx.doi.org/10.1016/j.caeo.2024.100209.

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Shaw, Linda R., Fong Chan, Chow S. Lam, and A. Grant McDougall. "Professional Disclosure Practices of Rehabilitation Counselors." Rehabilitation Counseling Bulletin 48, no. 1 (2004): 38–50. http://dx.doi.org/10.1177/00343552040480010501.

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Gray, Mary McPhail, and Marilyn Coleman. "Separation through divorce: Supportive professional practices." Child Care Quarterly 14, no. 4 (1985): 248–61. http://dx.doi.org/10.1007/bf01113439.

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Handzo, George F. "Best Practices in Professional Pastoral Care." Southern Medical Journal 99, no. 6 (2006): 663–64. http://dx.doi.org/10.1097/01.smj.0000222481.70129.7d.

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Stevens, Robert. "Access Decisions in Professional Service Practices." Journal of Professional Services Marketing 7, no. 2 (1991): 51–60. http://dx.doi.org/10.1300/j090v07n02_06.

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Fisher, Carl Erik, Lisa Chin, and Robert Klitzman. "Defining Neuromarketing: Practices and Professional Challenges." Harvard Review of Psychiatry 18, no. 4 (2010): 230–37. http://dx.doi.org/10.3109/10673229.2010.496623.

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Stevens, Robert, David Loudon, and R. Wayne Coleman. "Access decisions in professional service practices." Services Marketing Quarterly 7, no. 2 (1991): 51–60. http://dx.doi.org/10.1080/15332969.1991.9985013.

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Seeling, Joni M., and Madhusudan Choudhary. "Professional Practices in Undergraduate Research Programs." Journal of Microbiology & Biology Education 17, no. 2 (2016): 246–51. http://dx.doi.org/10.1128/jmbe.v17i2.982.

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Nichols, Lawrence T. "Editor’s introduction: Literature and professional practices." American Sociologist 32, no. 4 (2001): 3–4. http://dx.doi.org/10.1007/s12108-001-1000-0.

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Yadav, Binod Kumar. "Professional Development Programmes: Practices and Impacts." KMC Journal 6, no. 1 (2024): 210–25. http://dx.doi.org/10.3126/kmcj.v6i1.62342.

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Professional programmes like trainings, workshops, symposiums, conclaves, conferences, and similar development opportunities play a significant role in enhancing faculty professional skills and ultimately nurturing quality ecology within an institution. This study attempted to analyze the practice of such programmes during the last five years at J S Campus Lahan, Siraha, how they have been practically prioritized by the faculty members and this institution, and what impacts are being observed so far. It applied the mixed research design and the sample of study included faculty members, RMC coordinator, and Heads of the institution. The data from them were collected through interview and questionnaire, and also from the RMC/administrative records about the programme practice and the graduate products. The analysis was developed discussing the nature of the programmes, their occurrences, participation of the faculty, and the impacts on the faculty performance and the institution as well. The results showed that such programme practice was good but its products revealed the worst, an action to be considered soon. Finally, some initiatives are recommended for healing such a bizarre research scenario with this leading institution of Madhesh Province.

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Alicia, Inciarte González, Mendoza Vegas Dayré, and Zambrano Villada Luz Marina. "Evaluation in Professional Practices in Dentistry." Journal of Posthumanism 5, no. 5 (2025): 2265–76. https://doi.org/10.63332/joph.v5i5.1614.

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The aim of this study was to define categories and properties, and to propose theoretical and methodological guidelines for the evaluation of professional practices in dentistry from a cyclical and integrative perspective. A complementary methodology divided into two phases was used: (i) qualitative research phase, with an experiential epistemological approach, applying Grounded Theory through a process of coding and analysis, to develop a system of emerging categories and sub-categories, validated through interviews with experts and focus groups, ensuring the relevance and accuracy of the data collected. (ii) Quantitative research phase: A systematic review was conducted following the PRISMA 2020 checklist, through the analysis of studies to generate value judgements on the process and outcomes of the training project. The statistical analysis was obtained through databases such as Scopus, Scielo, Redalyc and LILACS, allowing the integration of the results of professional practices, curricular guidelines and training cycles. The cyclical and integrative approach in the design of professional practices, proposes a continuous, systematised and recursive training process, for constant improvement in the teaching-learning process, adjusting to a specific context and favouring a robust and adaptive professional training.

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Muyiggwa, Saul Mubanda, and Frank Pio Kiyingi. "Professional Development Practices, Promotions and Organizational Commitment: A Propoundment of Professional Integration Interaction Practices (PIIP) Model." European Journal of Education and Pedagogy 3, no. 1 (2022): 72–83. http://dx.doi.org/10.24018/ejedu.2022.3.1.243.

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    Public universities in Uganda have been challenged by levels of organisational commitment of their academic staff. This study alluded to influence of professional development practices at Makerere and Kyambogo universities on organisational commitment of the academic staff. The study used a descriptive cross-sectional survey design with both qualitative and quantitative approaches, with a study sample of 320 academic staffs from both Makerere and Kyambogo Universities, selected using simple random and purposive sampling techniques. The study data were anlysed using Pearson Product Moment Correlation Coefficient and regression analysis, whereas qualitative data were thematically analyzed. Further analysis was done using Structural Equation Modeling (SEM). The Human Capital theory and the Equity theory guided the study. SEM showed that horizontal promotion as an avenue of staff promotions had an insignificant positive direct influence on organizational commitment (β = 0.002, p = 0.972 > 0.05). While informal learning as a professional development practice had an insignificant direct effect on organizational commitment (β = 0.033, p = 0.537 > 0.05). These findings, coupled with the limitations in the Human Capital and Equity theories, led to the Professional Integration Interaction Practices (PIIP) model proposed by the study. The study concluded that, University Councils in conjunction with management in Makerere and Kyambogo Universities, and the Ministry of Education and Sports through National Council of Higher Education, should adopt the PIIP Model with a view to raise professional standards and hence organizational commitment of academic staff.    

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Munck, Crisstina. "How Contradictions in Professional Practices Become Contradictions in Research Practices." Outlines. Critical Practice Studies 19, no. 1 (2018): 46–66. http://dx.doi.org/10.7146/ocps.v19i1.105535.

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Within child and childhood research, contextual approaches are foregrounded, thus emphasizing children as active agents who take part in the social world and who thereby challenge and reproduce everyday social practices. However, child researchers seem to differ when it comes to understanding and exploring the social engagement of children and adults as either separated or interwoven. When understanding the engagement of children and adults as two separate things, adults are positioned as potentially disturbing the children, who are in turn doing what they themselves choose to. Accordingly, adults are to distance themselves from adult perceptions of children. From the position of an adult researcher, this would suggest a position of ‘least adult’. As an alternative, this article proposes that adults and children are involved in a common social practice and that, in consequence, their arrangements are interwoven and interdependent. The researcher is also involved in this common social practice and thereby becomes entangled in conflicts within this practice. Finally, this article calls for further investigations into how conflicts in professional practice also become conflicts in research practice.

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Hogan, Joseph A., Cristin Montalbano, James Coviello, et al. "Developing Inclusive Educators: Analyzing the Effectiveness of a Short-Term Technical Assistance Model for Best Practices." Education Sciences 15, no. 5 (2025): 578. https://doi.org/10.3390/educsci15050578.

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This study examined the effectiveness of professional development for inclusive education and best practices through a short-term technical assistance (TA) model across 15 schools. The professional development was structured to enhance school professionals’ knowledge about inclusion as a concept, as well as best practices in inclusive education. Topics included the use of accommodations and modifications, differentiation and Universal Design for Learning (UDL), building an inclusive school culture, and co-teaching. Pre- and post-test measures were utilized to measure participants’ growth in the knowledge of these topics. Descriptive statistics and dependent t-tests were utilized to analyze data across all topic areas. The findings indicate that short-term TA models of professional development prove beneficial for improving attitudes and beliefs in inclusive education for content knowledge and building an inclusive school culture. Short-term TA did not yield statistically significant increases for classroom strategies or implementation, suggesting that more intensive professional development models need to be incorporated as a wider professional development plan for using best practices in inclusive education by school professionals.

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Shafranske, Edward P. "Religious Involvement and Professional Practices of Psychiatrists and Other Mental Health Professionals." Psychiatric Annals 30, no. 8 (2000): 525–32. http://dx.doi.org/10.3928/0048-5713-20000801-07.

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McKean, Mark R., Gary Slater, Florin Oprescu, and Brendan J. Burkett. "Do the Nutrition Qualifications and Professional Practices of Registered Exercise Professionals Align?" International Journal of Sport Nutrition and Exercise Metabolism 25, no. 2 (2015): 154–62. http://dx.doi.org/10.1123/ijsnem.2014-0051.

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Australia has approximately 26,000 registered exercise professionals (REP), in comparison with 3,379 accredited practicing dietitians (APD). The REP workforce has the potential to reach more than 10% of the Australian population but there is limited data on their educational background and professional behaviors with regards to nutritional counseling of clients. The purpose of this research was to determine if REPs are working within their scope of practice and if their qualifications align with their practice, specifically as it relates to nutrition advice. Using a cross sectional descriptive study design, a self-administered online survey of REPs was conducted over 5 months. REPs were recruited through electronic and social media using a snowballing technique. The study focused on education, nutrition advice, and sources of information. A total of 286 respondents completed the survey, including 13 with tertiary dietetic qualifications i.e., APDs. The nationally recognized industry Certificate III/IV in Fitness was the most common qualification. The majority of REPs responding (88%) were working outside of their professional scope of practice, offering individual nutrition advice to clients across fitness and medical issues. This was despite 40% of REPs undertaking no further training in nutrition since graduating, and primarily basing advice on use of readily accessible sources of nutrition information. It is recommended the nutrition advice provided to REPs during training be limited to general nonmedical nutrition information in accordance with nationally endorsed evidence based guidelines and that issues pertaining to scope of practice be addressed with onward referral to other health professionals be advocated.

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GRIFFIN, BRIDGET, JANE M. DUNN, JILL IRVIN, and INEZ F. SPERANZA. "Standards of Professional Practices for Dietetics Professionals in Management and Foodservice Settings." Journal of the American Dietetic Association 101, no. 8 (2001): 944–46. http://dx.doi.org/10.1016/s0002-8223(01)00234-6.

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