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Books on the topic 'Professional Skills and Competencies'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Administration, United States Substance Abuse and Mental Health Services. Addiction counseling competencies: The knowledge, skills and attitudes of professional practice. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment, 2014.

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2

Kirsty, Forrest, and Cramp Paul, eds. Essential guide to generic skills. Malden, Mass: BMJ Books, 2006.

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3

Biomedical science practice: Experimental and professional skills. Oxford: Oxford University Press, 2011.

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4

Effective communication skills for health professionals. London: Chapman & Hall, 1992.

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5

E, Kiefer Marcy, ed. Survival skills for the new nurse. Philadelphia: Lippincott, 1986.

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6

Cameron, Rush James, and Berdrow Iris 1957-, eds. The bases of competence: Skills for lifelong learning and employability. San Francisco, Calif: Jossey-Bass, 1998.

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7

Wedret, Jody Jacobson. Communication & management skills for the pharmacy technician. Washington, D.C: American Pharmacists Association, 2009.

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8

Professional skills in nursing: A guide for the common foundation programme. Los Angeles: Sage, 2010.

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9

I, Murray Philip, ed. Beyond the clinic: Survival skills for ophthalmologists. Oxford: Butterworth-Heinemann, 2002.

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10

World, Conference on Continuing Engineering Education (2001 Toronto Ont ). Professional competence in the information age: Networks, knowledge and skills : May, 2001, Toronto, Canada; conference proceedings. [?Toronto]: [?IACEE], 2001.

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11

Reelaborar la identidad docente para formar en competencias. México, D.F: Universidad Pedagógica Nacional, 2014.

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12

Chamberlain, John M. Doctoring medical governance: Medical self-regulation in transition. New York: Nova Science Publishers, 2009.

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13

Borri, Claudio, and Francesco Maffioli, eds. E4 Thematic Network. Florence: Firenze University Press, 2004. http://dx.doi.org/10.36253/88-8453-162-4.

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This Thematic Network aims at developing the European dimension of Higher Engineering Education by enhancing the compatibility of the many diverse routes to the profession of engineer, by facilitating greater mobility and integration of skilled personnel throughout Europe, by favouring a mutual exchange of skills and competences and providing a platform for communication between academics and professionals. Five main activities have been organised under the overall umbrella of the Thematic Network.The work contains 6 volumes.

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14

Wagen, Lynn Van der. Professional hospitality: Core competencies. 2nd ed. Frenchs Forest, N.S.W: Pearson Education Press Australia, 2003.

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15

Committee, Institute of Ecology and Environmental Management Training Education and Career Development. Profession of ecology and ecological management: What you need to know : guidance on fundamental knowledge, skills and competences held by professional ecologists and ecological managers. Newbury: Institute of Ecology and Environmental Management, 1995.

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16

Zabelina, Ol'ga, Irina Omel'chenko, Anna Mayorova, and Ekaterina Safonova. Human resource Development in the Digital Age: Strategic Challenges, Challenges, and Opportunities. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1243772.

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The monograph, based on the identification of trends and problems of changes in the demand and supply of skills, as well as the study of modern mechanisms of their formation and actualization, substantiates the priority areas of human resources development in the Russian Federation that meet the strategic challenges of the period of digital transformation of the labor sphere. The authors identify and systematize current and future trends related to changes in the demand for professions and skills in the Russian and global labor markets. The directions of transformation of the demand for skills and professions in the conditions of digitalization of the economy, skills and professions of the future are determined. Quantitative and qualitative imbalances and trends in labor supply and demand in the Russian labor market are identified (based on statistical analysis of data from 2009-2019). The features and problems of supply and demand of professions/skills in the segments of the Russian labor market covered by Internet recruitment are identified (based on data from resume parsing and vacancies of Internet recruitment portals in 2018 and 2020). Methodological approaches to identifying widely-and poorly-demanded skills are proposed and tested during the competence analysis of labor supply and demand using Big Data technologies.the competence profile of the vacancies of the professional core and extra - skills. An innovative author's approach to assessing the potential of skills capitalization — a possible increase in the salary of an applicant due to the expansion of the set of skills that he has-is proposed and tested. The current policy directions of formation and improvement of skills of the population in the Russian Federation are identified and systematized. The strategic challenges of the period of digital transformation of the labor sphere facing the Russian Federation and the priority areas of human resources development that meet these challenges are identified. The conclusions and recommendations can be used in the work of the Ministry of Labor of Russia, Rostrud, the Ministry of Education and Science of Russia, the Ministry of Education of Russia, government authorities, employment services of the Russian regions, as well as organizations of the professional education system.

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17

Andronnikova, Ol'ga. Special problems of psychological counseling. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1084976.

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The textbook provides information and the necessary methodological assistance for the formation of professional competencies in the field of consulting practice. It includes a set of information on various special issues of psychological counseling, sections of the course "Counseling Psychology", "Training of counseling skills", "Special problems of psychological counseling". The guidelines, the main theoretical ideas of the lecture course, tasks for performing independent work by students and self-control, exercises for developing skills are given. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the psychological specialties of the master's degree, and beginning practical work of psychological consultants who experience methodological difficulties in determining the specifics and structure of counseling for various psychological problems.

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18

Beezer, Bruce G. North Carolina teachers' professional competencies handbook. Durham, N.C: Carolina Academic Press, 1991.

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19

Your first year as a nurse: Making the transition from total novice to successful professional. Roseville, Calif: Prima Pub., 2001.

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20

Carole, Kenner, ed. Professional nursing concepts: Competencies for quality leadership. 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2013.

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21

Fleming-McPhillips, Lorraine. Clinical competencies: Skills from beginning through advanced. Upper Saddle River, N.J: Pearson Education, 2011.

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22

Palliative care: Core skills and clinical competencies. 2nd ed. Philadelphia: Saunders, 2011.

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23

Fleming-McPhillips, Lorraine. Clinical competencies: Skills from beginning through advanced. Upper Saddle River, N.J: Pearson Education, 2011.

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24

Fleming-McPhillips, Lorraine. Clinical competencies: Skills from beginning through advanced. Boston: Prentice Hall, 2011.

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25

Stenson, Andrew. Skills and competencies in the corporate sector. Boston Spa: British Library Research and Innovation Centre, 1999.

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26

1941-, West Jonathan P., and Beck Marcia A, eds. Achieving competencies in public service: The professional edge. 2nd ed. Armonk, N.Y: M.E. Sharpe, 2009.

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27

Addiction Technology Transfer Centers. National Curriculum Committee., ed. Addiction counseling competencies: The knowledge, skills and attitudes of professional practice. Rockville, MD: U.S. Department of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, 1998.

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28

R, Rohrer Susanne, Addiction Technology Transfer Centers. National Curriculum Committee., and Center for Substance Abuse Treatment (U.S.), eds. Addiction counseling competencies: The knowledge, skills, and attitudes of professional practice. Rockville, MD (Rockwall II, 5600 Fishers Lane, Rockville 20857): U.S. Dept. of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, 1999.

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29

Adair, John. Leadership Skills (Training Extras). Chartered Institute of Personnel & Development, 1997.

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30

Rea, Ruth Emily. DESCRIPTIVE STUDY OF EMERGENCY NURSING COMPETENCIES: COGNITIVE ABILITIES, TECHNICAL SKILLS, AND PROFESSIONAL ATTITUDES. 1987.

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31

(Editor), Mike Walsh, Alison Crumbie (Editor), and Shirley Reveley (Editor), eds. Nurse Practitioners Clinical Skills and Professional Issues. Butterworth-Heinemann, 1999.

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32

Forrest, Kirsty, Paul Cramp, and Nicola Cooper. Essential Guide to Generic Skills. Wiley & Sons, Incorporated, John, 2008.

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33

Forrest, Kirsty, Paul Cramp, and Nicola Cooper. Essential Guide to Generic Skills. Wiley & Sons, Incorporated, John, 2008.

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34

Jones, Paul. Doing Better: Improving Clinical Skills and Professional Competence. Routledge, 2003.

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35

A, Kottler Jeffrey, and Jones W. Paul, eds. Doing better: Improving clinical skills and professional competence. New York: Brunner-Routledge, 2003.

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36

Forrest, Kirsty, Paul Cramp, and Nicola Cooper. Essential Guide to Generic Skills (Essential). Blackwell Publishing Limited, 2006.

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37

S, Duncan Edward A., ed. Skills for practice in occupational therapy. Edinburgh: Elsevier, 2008.

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38

Effective Communication Skills for Health Professionals. 2nd ed. Nelson Thornes, 1997.

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39

Work-Place Skills and Professional Issues in SLP. Plural Publishing Inc, 2008.

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40

Conceptual Skills for Mental Health Professionals. Prentice Hall, 2008.

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41

The Occupational Therapy Fieldwork: Manual for Assessing Professional Skills. F. A. Davis Company, 2000.

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42

D, Docherty Charles Ph, and McCallum Jacqueline, eds. Foundation clinical nursing skills. Oxford: Oxford University Press, 2009.

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43

Holland, Karen, and Debbie Roberts, eds. Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.001.0001.

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Decision-making is a key skill for today's nurses. Nursing: Decision-Making Skills for Practice is an essential guide for student nurses that prepares them to make effective decisions on the ward and in the community. This new title in the Prepare for Practice series details the fundamental knowledge and skills needed to make good decisions across a variety of nursing areas: from involving patients in decision making, to using the best evidence in care planning. Case studies, activities, and exercises ensure that theories of decision-making are brought into real-world nursing situations . Evidence-based and with links to core NMC competencies throughout, this textbook will help undergraduate and qualified nurses to make confident decisions and boost their academic, personal, and professional development.

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44

Fundamental Skills for Mental Health Professionals. Prentice Hall, 2008.

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45

Leadership for Health Professionals: Theory, Skills, and Applications. Jones & Bartlett Learning, LLC, 2013.

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46

Leadership for Health Professionals: Theory, Skills, and Applications. Jones & Bartlett Learning, LLC, 2017.

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47

Leadership for Health Professionals: Theory, Skills, and Applications. Jones & Bartlett Learning, LLC, 2013.

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48

Pérez Encinas, Adriana, and Eva M. De la Torre, eds. Erasmus Skills. Universidad Autónoma de Madrid, 2021. http://dx.doi.org/10.15366/9788483447802.

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Students participating in mobility experiences need to constantly adapt to new circumstances, not only during the experience itself, but also before leaving and after returning to their home country. They change their lifestyle, get acquainted with other cultural forms and, in some cases, they even change habits and attitudes to adapt to the new host culture. In this scenario, the different sources of support for students are of great added-value, e.g. family, friends, classmates, as well as the receiving institution – higher education institutions (HEIs) in our case. The supporting role of HEIs in the process of sending students abroad could go beyond the administrative dimension of it. A way of doing that is by offering a provision of support services on the acknowledgment and maximisation of their learning process and acquired competences (understood as a combination of knowledge, skills and attitudes – see Boyatzis, 1982; or Council of Europe, 2018) gained during their adaptation to a new international context. In this way, HEIs could increase the impact of such mobility experiences on students’ professional and personal development.

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49

Communication and Management Skills for the Pharmacy Technician. American Pharmacists Association (APhA), 2008.

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50

Strada, E. Alessandra. The First Domain of Palliative Care. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199798551.003.0002.

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This chapter proposes palliative psychology competencies in the first domain of palliative care based on the framework of the Clinical Practice Guidelines for Quality Palliative Care. Competencies are conceptualized as comprising knowledge, skills, and attitudes. The role of palliative psychologists is presented through the discussion of clinical case scenarios. These roles for psychologists are discussed in the context of different palliative care settings (inpatient; outpatient, home-based palliative care, hospice). The relevant application of clinical skills is discussed. The difference between palliative care and hospice is also presented. Finally, this chapter approaches the topic of professional self-care, which is conceptualized as a necessary competence for palliative psychologists. The discussion presents risk factors, protective factors, and interventions especially relevant to palliative psychologists.

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