Teaching and Continuing Professional Development: an Italian experience

2006 ◽  
Vol 44 (6) ◽  
Author(s):  
Giovanni Putoto
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Clinical Governance ◽  
University Hospital ◽  
New Paradigm ◽  
Italian Experience ◽  
Key Factor ◽  
Development Of Competencies ◽  
Knowledge Competencies ◽  
The University

AbstractContinuing Professional Development (CPD) is a key factor for effective implementation of Clinical Governance. The development of a quality system is, in fact, strictly related to the development of competencies of healthcare professionals. Lifelong learning has emerged as a new paradigm that underlines the need to maintain and continuously improve knowledge, competencies and attitudes in the changing scenario of healthcare systems. CPD accreditation is another fundamental issue and a variety of voluntary and compulsory approaches can be recognised at an international level. The experience of the University Hospital of Padova may be useful to demonstrate that CPD can be addressed to implement a Clinical Governance project.

scholarly journals Local initiatives in clinical effectiveness

2000 ◽  
Vol 6 (5) ◽  
pp. 373-379 ◽  
Author(s):  
Robert Kehoe
Keyword(s):  
Professional Development ◽  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Secondary Care ◽  
Continuing Professional Development ◽  
Clinical Effectiveness ◽  
Clinical Governance ◽  
Local Initiatives

With the arrival of clinical governance, psychiatrists working for the National Health Service (NHS) can no longer work in isolation, and commitment to both clinical effectiveness and continuing professional development (CPD) is expected and likely to become mandatory. Clinical governance gives clinical effectiveness a high priority within NHS organisations, both at primary and secondary care levels, together with clearer lines of accountability.

Developing Education and Business Links

1997 ◽  
Vol 11 (3) ◽  
pp. 176-181
Author(s):  
Ian Abbott ◽  
Caron Coldicott ◽  
Moss Foley ◽  
Prue Huddleston ◽  
Peter Stagg
Keyword(s):  
Teacher Education ◽  
Continuing Professional Development ◽  
Initial Teacher Education ◽  
Business Studies ◽  
British Industry ◽  
Development Of Competencies ◽  
The Uk ◽  
Graduate Certificate ◽  
The University ◽  
Theoretical Issues

The Economics and Business Studies Post Graduate Certificate in Education (PGCE) at the University of Warwick has been at the forefront of developing links between initial teacher education and business. The latest stage in this process occurred in January 1996 when 22 PGCE students undertook a three-day residential course established in a partnership between the University of Warwick, Understanding British Industry (UBI) and the UK Post Office. This course was the first of its kind in the UK to be sponsored by an individual company and has been designed to provide a model which can be used in all areas of initial teacher education links between business and initial teacher education. The authors address practical and theoretical issues relating to the development of links between business and initial teacher education. The broader theoretical issues considered include the significance of this type of activity in relation to the changes taking place in initial teacher education in England and Wales, such as the development of competencies, the role of continuing professional development and the appropriateness of the model. The authors also address the practical implications of working with business, and the development of a residential programme in a crowded timetable, and assess some of the curriculum materials produced by students.

scholarly journals Exploring Primary Healthcare Students and Their Mentors’ Awareness of Mentorship and Clinical Governance as Part of a Local Continuing Professional Development (CPD) Program: Findings of a Quantitative Survey

Healthcare ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 113
Author(s):  
McSherry ◽  
Snowden
Keyword(s):  
Professional Development ◽  
Patient Safety ◽  
Primary Healthcare ◽  
Healthcare Workers ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
Healthcare Setting ◽  
Clinical Governance ◽  
Convenience Sample ◽  
Healthcare Practice

: Introduction: Research by Snowden [1] and Elwood et al. [2] exploring the benefits of mentoring and the place of clinical governance in enhancing care delivery illustrated an unexplored synonymous relationship between mentors and mentees (students at undergraduate and postgraduate levels) and its potential impact on patient safety and quality of care. The significance of the research was in recognizing the importance the role of the mentor can play in raising awareness of patient safety and clinical governance principles and processes in the primary healthcare setting. Aims: Building on Elwood et al.’s [2] preliminary research, this research aimed to explore primary healthcare workers and their mentor’s awareness of mentorship and clinical governance as part of a local Continuing Professional Development (CPD) program. Furthermore, it aimed to establish any relationship between the mentors, the mentee, and their awareness and application of clinical governance in the primary healthcare setting. Methodology: A quantitative research design using a survey was adopted. Data Collection Instrument: The researchers integrated previously validated questionnaires incorporating Darling’s [3] Measuring Mentor Potential Scale, Darwin’s [4] Dimensions of Mentoring, and the Clinical Governance Awareness Questionnaire developed by McSherry and Pearce [5] into a new questionnaire. This was called “Mentorship and Clinical Governance Awareness”. Sample: Convenience sample surveys were posted to complete and return to 480 primary healthcare workers undertaking post graduate study. Findings: A total of 112 completed questionnaires were included for the analysis amounting to a 23% response rate. A principle component factor analysis combining part 1—Darling’s [3] characteristics of an effective mentor and part 2—Darwin’s [4] personality characteristics of an effective mentor identified four primary characteristics. These are: (1) “A Facilitatory Adviser”, (2) “Critically Enabling Facilitator”, (3) “A Change Facilitator”, and (4) “An Approachable Facilitator”. These newly identified characterizations according to the primary healthcare workers significantly impacted on their awareness and application of clinical governance in primary healthcare practice. Implications for primary healthcare practice and education: The newly devised questionnaire can be used to gauge the effectiveness of mentors and mentoring and how the characteristics of the role can impact on mentee’s awareness and application of clinical governance. Healthcare manager’s, leaders, and educators should focus their attention on how these newly established characteristics of the mentor can influence clinical governance awareness and application in healthcare the future.

scholarly journals On Continuing Professional Development for Prognostics and Health Management Practitioners

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Jeff Bird
Keyword(s):  
Professional Development ◽  
Health Management ◽  
Continuing Professional Development ◽  
Professional Organizations ◽  
Annual Conference ◽  
Prognostics And Health Management ◽  
Engineering Discipline ◽  
Key Factor ◽  
Activity Types ◽  
Key Aspects

The Prognostics and Health Management Society has as one its principles the advancement of PHM as an engineering discipline. A key factor in this advancement would be helping PHM practitioners to be life-long learners and professionals. The following professional organizations are surveyed to compile best practices in the domain of Continuing Professional Development (CPD): Professional Engineers and Geoscientists, Medical Doctors, Lawyers, Vibration Specialists and Aircraft Mechanics. Key aspects of these systems are compiled covering accepted activities, requirements and features relevant to the PHM domain. A proposed PHM CPD Guideline is presented for discussion. The framework includes a PHM CPD Basis for Recognition, Recommended PHM CPD Activity Types, Quantitative Goals, and Guidelines for Use. In addition, several issues are presented that should be addressed if and when such a system is considered. A way forward is proposed to include evaluation by the PHM Society in a workshop at the Annual Conference of the PHM Society.

scholarly journals Evaluating the use of electronic networking for continuing professional development.

2013 ◽  
Vol 19 (63) ◽  
pp. 22-25 ◽  
Author(s):  
Kathryn Leach
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Computer Conferencing ◽  
British Library ◽  
Course Materials ◽  
European Collaboration ◽  
Information Professionals ◽  
The University ◽  
Electronic Networking ◽  
Information Networking

This article reports on the British Library funded research project 'The use of information networking for continuing professional development' in progress at the University of Brighton. The project aims to survey and review the current extent of, and promote interest in, the delivery of programmes of continuing professional development (CPD) for information professionals by means of computer networks, network-based course materials and computer conferencing. it will assess the degree of professional demand for programmes of this nature and evaluate the opportunities for, and barriers to, future development in this area with a particular emphasis on the support of European collaboration.

scholarly journals Konsep Continuing Professional Development (CPD) dalam Pengembangan Profesionalisme Pustakawan Universitas Negeri Semarang

2016 ◽  
Vol 12 (1) ◽  
pp. 31
Author(s):  
M. Z. Eko Handoyo
Keyword(s):  
Professional Development ◽  
Human Resources ◽  
Continuing Professional Development ◽  
International Federation ◽  
State University ◽  
International University ◽  
University Leaders ◽  
The University ◽  
Library Profession ◽  
Made In

Universitas Negeri Semarang (UNNES) has the vision to become a healthy, excellent, and prosperous international university in healthy, superior, and prosperous. To achieve its vision, the university has to develop human resources, including librarians as professionals in the field of libraries, documentation, and information. The efforts in developing the professionalism of librarians can be made by improving their competence. One of the concepts of developing library profession outlined by International Federation of Library Associations and Institutions (IFLA) is Continuing Professional Development (CPD). However, in general the implementation of CPD concept in library profession has not got much attention. The objective of the study is to find out the implementation of CPD concept in efforts to develop library profession at Semarang State University. Respondents consisted of 40 librarians, comprising those working at the main library (22 librarians) and at the departemental or faculty libraries. The study used quantitative method the result showed that (1) the librarians were not yet familiar with CPD concept; (2) UNNES Library has not implemented CPD concept in developing its professional librarians, (3) UNNES has not had a clear policy commitment in developing its professional librarians, (4) Continuous efforts have to be made in order to develop professional librarians at UNNES with the support of the university leaders.

The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Robyn Ramsden ◽  
Richard Colbran ◽  
Ellice Christopher ◽  
Michael Edwards
Keyword(s):  
Professional Development ◽  
Rural Health ◽  
Health Professionals ◽  
Digital Technology ◽  
Continuing Professional Development ◽  
Rural And Remote ◽  
Content Type ◽  
Rural Health Workforce ◽  
Education Training ◽  
The University

PurposeEducation, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.Design/methodology/approachA scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.FindingsThe literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.Originality/valueTo date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.

An Interprofessional Quality Improvement Training Program That Improves Educational and Quality Outcomes

2019 ◽  
Vol 34 (6) ◽  
pp. 577-584 ◽  
Author(s):  
Marianne Baernholdt ◽  
Moshe Feldman ◽  
Mary Lynn Davis-Ajami ◽  
L. Dale Harvey ◽  
Paul E. Mazmanian ◽  
...  
Keyword(s):  
Professional Development ◽  
Quality Improvement ◽  
Self Efficacy ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program ◽  
Project Work ◽  
Quality Outcomes ◽  
Key Factor ◽  
Outpatient Settings

A key component of quality improvement (QI) is developing leaders who can implement QI projects collaboratively. A yearlong interprofessional, workplace-based, continuing professional development program devoted to QI trained 2 cohorts of teams (dyads or triads) to lead QI projects in their areas of work using Plan-Do-Study-Act methodology. Teams represented different specialties in both inpatient and outpatient settings. They spent 4 to 6 hours/week on seminars, online modules, bimonthly meetings with a QI coach, and QI project work. Evaluations conducted after each session included pre–post program QI self-efficacy and project milestones. Post-program participants reported higher levels of QI self-efficacy (mean = 3.47; SD = 0.39) compared with pre program (mean = 2.02, SD = 0.51; P = .03, Cohen’s d = 3.19). Impact on clinical units was demonstrated, but varied. The coach was identified as a key factor for success. An interprofessional, workplace-based, continuing professional development program focused on QI increased QI knowledge and skills and translated to improvements in the clinical setting.

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