Promoting ethical behavior by cultivating a culture of self-care during graduate training: A call to action.

2014 ◽  
Vol 8 (4) ◽  
pp. 253-260 ◽  
Author(s):  
Patricia M. Bamonti ◽  
Colleen M. Keelan ◽  
Nicholas Larson ◽  
Janelle M. Mentrikoski ◽  
Cameron L. Randall ◽  
...  
Keyword(s):  
Ethical Behavior ◽  
Graduate Training ◽  
Self Care ◽  
Call To Action

The Personal and Professional Experiences of Integrative Nurse Coach Certificate Program Graduates: A Pilot Study

2017 ◽  
Vol 36 (2) ◽  
pp. 134-144 ◽  
Author(s):  
Lindsay M. Frey ◽  
Judy L. Ratliff
Keyword(s):  
Pilot Study ◽  
Paradigm Shift ◽  
Self Care ◽  
Convenience Sample ◽  
Certificate Program ◽  
Call To Action ◽  
Professional Experiences ◽  
Semistructured Interviews ◽  
Potential Benefits ◽  
Insight Into

Integrative Nurse Coaching is a new practice in professional nursing. The purpose of this pilot study is to describe Integrative Nurse Coach Certificate Program graduates’ personal and professional experiences. This is a qualitative, pilot study with a convenience sample of Integrative Nurse Coach Certificate Program graduates ( n = 13). Researchers conducted semistructured interviews and identified common themes. The pilot study found four common themes from the participants’ experiences as follows: (1) development of self, (2) enriched self-care, (3) a call to action for facilitating the health care paradigm shift, and (4) incorporating Integrative Nurse Coaching into practice. The pilot study’s findings and conclusions provide insight into the potential benefits of Integrative Nurse Coaching and the importance of nurse self-care.

scholarly journals Duoethnography as a dialogic and collaborative form of curriculum inquiry for resident professionalism and self-care education

2018 ◽  
Vol 9 (3) ◽  
pp. e76-82
Author(s):  
Susan Docherty-Skippen ◽  
Karen Beattie
Keyword(s):  
Identity Development ◽  
Transformative Learning ◽  
Graduate Training ◽  
Self Regulation ◽  
Self Care ◽  
Educational Strategies ◽  
Care Education ◽  
Curriculum Inquiry ◽  
Post Graduate Training ◽  
Important Time

Medical residency is an important time in the development of physician professionalism, as residents’ identities and medical responsibilities shift from student-learners to practitioner-leaders. During this transition time, many residents struggle with stress due to the unique pressures of their post-graduate training. This, in turn, can potentially hinder successful professional identity development. In response, the Royal College of Physicians and Surgeons of Canada (RCPSC) has incorporated physician health into its CanMEDS professional competency framework.Although this framework identifies enabling self-care professional competencies (e.g., capacity for self-regulation and resilience for sustainable practice), it does not specify the types of educational strategies best suited to teach and assess these competencies. To support the prevention and rehabilitation of resident health issues, residency training programs are faced with the complex challenge of developing socially accountable curricula that successfully foster self-care competencies. Duoethnography, a dialogic and collaborative form of curriculum inquiry, is presented as a pedagogical model for resident professionalism and self-care education. Merits of duoethnography centers on its: 1) capability to foster self-reflexive and transformative learning; 2) versatility to accommodate learner diversity; and 3) adaptability for use in different social, situational, and ethical contexts.

Self-care in clinical psychology graduate training.

2017 ◽  
Vol 11 (4) ◽  
pp. 283-289 ◽  
Author(s):  
Evan Zahniser ◽  
Patricia A. Rupert ◽  
Katherine E. Dorociak
Keyword(s):  
Clinical Psychology ◽  
Graduate Training ◽  
Self Care ◽  
Psychology Graduate Training

Diminishing Barriers to the Praxis Examination in Communication Sciences and Disorders

2011 ◽  
Vol 1 (2) ◽  
pp. 64-71
Author(s):  
Luis F. Riquelme
Keyword(s):  
Geographic Location ◽  
The United States ◽  
Success For All ◽  
Speech Language Pathology ◽  
Barriers To Success ◽  
Call To Action ◽  
Language Pathology ◽  
National Certification ◽  
Race Ethnicity ◽  
Passing Score

Abstract Passing the Praxis Examination in speech-language pathology or audiology can be a difficult task. A passing score is the entry to a list of requirements for national certification (CCC-SLP, CCC-A) and for state licensure in the United States. This article will provide current information on the examination and address barriers to success that have been identified over the years. A call to action may serve to refocus efforts on improving access to success for all test-takers regardless of race/ethnicity, ability, or geographic location.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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