Competent Professional Practice Research Articles

Multiple-Baseline Design Study of Deliberate Practice for Learning Psychotherapeutic Techniques

ABSTRACT Deliberate practice is a framework for expertise development that has been applied in many fields but rarely to studies of psychotherapy skill development. The current multiple-baseline study sought to examine the effects of deliberate practice on initial psychotherapy skill acquisition in three completely novice students. In addition to quantitative measures of performance, qualitative feedback concerning their methods of orienting to tasks was also collected regularly. Participants were given a minimal set of instructions to conduct and record psychotherapy role-play exercises, two of whom were provided with opportunities for focal deliberate practice beginning after their 3rd or 5th sessions. Results indicated that deliberate practice was associated with rapid, precipitous increases in reliably coded, structured evaluation of skill, which in many cases approached the cutoff for competent professional CBT practice. The potential of these methods to enhance learning and establish lifelong methods of skill improvement at all performance levels is discussed.

Professional translators’ and interpreters’ views on information competence: An exploratory qualitative study from the Spanish context

Information competence is essential in professional translation and interpreting. This paper gathers the views of professional translators and interpreters in Spain on information competence, by means of an exploratory qualitative study. A questionnaire composed essentially of open-ended questions was applied to gather data and the qualitative analysis software ATLAS.ti was used to code the results using thematic content analysis methods. The views provided by a sample of professional translators and interpreters ( n = 156) on the importance of information competence were collected, together with their recommendations on this key competence for those who are starting their training in translation and interpreting. The study also explores the main information needs highlighted by professionals, the sources of information they use most frequently and how they verify information, and their opinions on the gender perspective (with explicit mention of inclusive language) as part of information competence in professional practice. The results show that professionals consider information competence to be absolutely essential in the framework of translation competence, and recommend reinforcing information literacy training in university undergraduate degree programmes. They have multiple information needs (from terminological to contextual) that make them turn to a wide range of information resources (mainly personal sources and online documentary resources), but they need to strengthen their knowledge for information evaluation. Regarding the gender perspective, professionals practically limit their answers to their opinions on inclusive language and, although most of them are in favour, some resistance is detected. From the diagnosis carried out in this research, opportunities for supporting information literacy instruction in undergraduate degrees and in continuing professional development are identified.

Report of the American Psychological Association Presidential Task Force on Psychology and Health Equity.

There is overwhelming evidence of serious problems with access to health care services, quality of care, and unequal health outcomes among minoritized groups including Black, Indigenous, and other populations of people of color across numerous health outcomes. At the core of health inequities are structural factors that include systemic racism as well as a range of other characteristics associated with limited political, social, and economic power. The APA Presidential Task Force on Psychology and Health Equity was appointed to recommend a course of action for APA in contributing to the solution of health inequities. The Task Force developed the Resolution on Advancing Health Equity in Psychology (https://www.apa.org/about/policy/advancing-health-equity-psychology), adopted as APA policy in October 2021. The current report provides additional discussion of the limitations of current structures of psychology training, science, and professional practice in addressing health inequities. Recommendations are offered for specific actions in the following areas: (a) Education and Training, including recruitment, admissions, and retention along the pathway and curricula transformation throughout the training sequence; (b) Research and Publications, including advocacy for health equity in research funding, mitigating bias in reporting, and improving representation and inclusive excellence; and (c) Professional Practice, including developing competent professional practice models and guidelines and promoting viable service reimbursement. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Clinical learning opportunity in public academic hospitals: A concept analysis.

Clinical learning opportunities (CLO) are vital educational encounters occurring in various clinical areas to provide the student nurses with clinical knowledge and experiences to develop their competencies for professional practice. However, CLO is a broad concept with varied characteristics that allow ambiguity, limiting its understanding and use. Its ambiguous nature leads to uncertainties and poor development of the required clinical attributes of successful theory to practice integration, higher-order thinking skills (HOTS) and clinical competencies. The aim of the study was to explore and describe the conceptual meaning of CLO, have a clear understanding and insight into the concept and identify the antecedents and consequences for pragmatic purposes. The study took place in a public academic hospital in Gauteng. The eight steps of concept analysis by Walker and Avant were followed. Multiple data sources not limited to nursing were explored and critically analysed for the definitions, characteristics, nature and uses of CLO from different fields of study. The defining attributes of CLO were identified, namely the context, antecedents, processes, consequences and outcomes. The context within which CLO occurs was dynamic, multidimensional, real-life healthcare settings; antecedents included planning of clinical placement, provision of learning outcomes and consideration of the cognitive level of the students. Engagement and active participation in collaborative, problem-based learning activities, community-based research and the use of emerging technologies were the processes identified. The outcomes were autonomous, confident, competent professional nurses with critical thinking, clinical reasoning, judgement, critical decision making and problem-solving skills. A theoretical and operational definition of CLO was developed. The findings and results of concept analysis identified and specified the defining attributes of clinical learning opportunity. The findings can assist nurse educators, Clinical Education and Teaching Unit (CETU) personnel and operational managers to enhance CLO for student nurses to achieve their clinical learning goals and outcomes. The evaluation tools that may be adopted to assess the acquired clinical skills were also identified. An increase in the existing body of knowledge in nursing education, considering that enhancing the CLO exposes students to various clinical experiences contributing to their development of clinical competencies to solve complex problems. The strategies to enhance the CLO will be developed, which may also provide vital information for policy development. Conceptualisation of the findings to nursing practice and quality patient care will be integrated into relevant literature.

The emergence and maturation of student affairs assessment

AbstractIn this article, we will discuss the historical roots of student affairs assessment. The first part of this article will review the emergence of assessment in higher education including student affairs assessment and will follow with a discussion of the evolution of the field including growth and changes in positions over time. Next, the role of professional associations in developing the field, including the creation of standards for professional practice and individual competencies will be addressed. We include a section on the history of the Council for the Advancement of Standards (CAS) and the role the organization played in program evaluation becoming an integral part of student affairs assessment. Lastly, we briefly discuss professional development opportunities and the growth of scholarship in the field.

A Microchange Process of Activation–Contract–Processing (ACP) Across Treatment Models: A Common Process in Clinical Social Work Practice

ABSTRACT Training social workers to provide competent professional practice is of utmost importance. However, there have been ongoing dilemmas in enhancing practice competence in clinical social work, such as the challenges of selecting treatment approaches among numerous empirically supported approaches. Increasingly, common factors and common elements approaches are incorporated into clinical social work practice to address these issues, yet there is still a gap in addressing how to foster skill building in clinical social work. Using theories of psychotherapy integration and corrective experiences as a transformative change mechanism, we propose a microchange process, Activation–Contract–Processing (ACP), within sessions across various treatment approaches. This common process was developed based on both literatures and widely circulated master-tapes of therapy sessions from four empirically supported treatment models—cognitive therapy, behavioral activation, emotion-focused therapy, and interpersonal therapy. To guide social work students and clinicians, we elaborate on each step in ACP with illustrative examples around therapeutic proceedings, while incorporating core aspects of clinical social work, including but not limited to: person-in-environment perspectives, relationship, social justice and diversity, and evidence-based practice. We conclude by sharing the implications of the proposed common process to clinical social work practice, training, and research.

How Outpatient Psychotherapists Deal with Patients' Traumatic Experiences in Consideration of an Additional Qualification in Trauma Therapy

Investigation of the differences in dealing with traumatic experiences of patients between psychotherapists with and without further training in trauma therapy or partial qualification. Online survey of outpatient psychotherapists (N = 148) on possible obstacles in addressing traumatic experiences of patients and self-reported professional practice. Further training in trauma therapy is associated with a higher level of competence in professional practice and fewer obstacles in addressing traumatic experiences. A lower level of competence among psychotherapists without further training in trauma therapy speaks for the need for compulsory trainings. The expansion of low-threshold treatment offers for those affected by traumatic experiences and the dismantling of access barriers is urgently needed.

Cultural Competence Is Everyone's Business: Embedding Cultural Competence in Curriculum Frameworks to Advance Veterinary Education.

Cultural competence in professional and research practice is important to effectively deliver animal and One Health services and programs. Veterinarians work with culturally and linguistically diverse teams, clients, and communities. Cultural perspectives on the significance and perceptions of animals and differences in consultation and engagement protocols and strategies can influence client-practitioner and researcher-community relationships, impacting animal health, welfare, and/or research outcomes. Curricula have been proposed to build cultural capacity in graduates, but these have not been reported in veterinary programs, and early attempts to integrate cultural competency into the University of Sydney veterinary curriculum lacked a formal structure and were ad hoc with respect to implementation. To address this, the authors introduced a broad curriculum framework into the University of Sydney veterinary program, which defines cultural competence, perceptions of animals, effective communication, and community engagement in a range of contexts. Cultural competency learning outcomes were described for units of study. These were contextually relevant and aligned to course learning outcomes and University of Sydney graduate qualities. Constructive alignment was achieved by linking learning outcomes to teaching and learning activities and assessment. The continuum of cultural competency underpinned mapping of cultural competency across the curriculum with staged, vertical integration of key principles. Additionally, action to engage staff, students, and stakeholders in a cultural competence agenda assisted in sustaining curriculum change. The result was integration of cultural competency across the curriculum aligning with recommendations from accrediting bodies and with best practice models in medicine, nursing, and allied health programs.

Ethics and Total Worker Health®: Constructs for Ethical Decision-Making and Competencies for Professional Practice.

Work has become increasingly technologically driven and fast paced, with long work hours, new/emerging hazards, and rising health care costs. Threats to worker safety, health, and well-being including non-traditional work arrangements and practices, precarious work, uncertain hazardous exposures, and work organization issues, such as heavy workloads, design of work, uneven work hours, and difficult interpersonal relationships among workers and managers are apparent. Furthermore, the relationship between personal health risk factors and workplace risks and exposures has drawn increased attention and concern. As employer economic pressures continue to build, it is anticipated that ethical dilemmas for practitioners will become increasingly complex. A review of relevant Total Worker Health® (TWH) literature, related ethical constructs and competencies, an examination of codes of ethics for occupational safety and health and health promotion/education disciplines was conducted. A case study for TWH utilizing an ethical decision-making model for the analysis of key ethical issues and solutions was completed. TWH approaches to protecting safety, promoting health, and advancing well-being are increasingly being adopted. These approaches can reveal ethical dilemmas, and ethical constructs are needed to guide decision-making. A core set of proposed ethical competencies for TWH professionals are identified as a transdisciplinary framework to support workplace ethical culture.

Academy of Nutrition and Dietetics: Revised 2021 Standards of Professional Performance for Registered Dietitian Nutritionists (Competent, Proficient, and Expert) in Management of Food and Nutrition Systems

Management of food and nutrition systems (MFNS) encompasses the varied roles of registered dietitian nutritionists (RDNs) with administrative responsibilities for food and nutrition services within an organization. RDNs in MFNS are frequently employed in acute care, but also expand into a multitude of other settings in which management of nutrition and foodservice is required, for example, foodservice departments in assisted living and post-acute and long-term care; colleges and universities, kindergarten through grade 12 and pre-kindergarten schools and childcare; retail foodservice operations; correctional facilities; and companies that produce, distribute, and sell food products. RDNs in MFNS aim to create work environments that support high-quality customer-centered care and services, attract and retain talented staff, and foster an atmosphere of collaboration and innovation. The Management in Food and Nutrition Systems Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has revised the Standards of Professional Performance (SOPP) for RDNs in MFNS for 3 levels of practice: competent, proficient, and expert. The SOPP describes 6 domains that focus on professional performance: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Indicators outlined in the SOPP depict how these standards apply to practice. The standards and indicators for RDNs in MFNS are written with the leader in mind—to support an individual in a leadership role or who has leadership aspirations. The SOPP is intended to be used by RDNs for self-evaluation to assure competent professional practice.

Profesjonell muntlighet som etisk forpliktelse i relasjonell profesjonspraksis

This position paper presents Professional Orality (PO) as a basic relational competence and ethical obligation in professional practice. PO is of central importance for communication in relational phonic professions where the practitioner is depending on the personal voice in contact with others in his daily work. PO assembles the central linguistic and nonverbal parts that constitute oral communication and is considered as a field of scientific knowledge and specialized skill that can be trained, verified and assessed. PO appears as a transdisciplinary field of knowledge as well as a multimodal complex form of expression consisting of trainable skills, practice based performative knowledge and trustworthy oral presence. This paper argues that establishing the knowledge field PO contributes to strengthens practitioners’ ethical responsibility for their own oral communication practice and, therefore, contributes to the possibility to make students become aware of the importance of artistic precision and trustworthiness in professional oral communication in different educational contexts. Five claims about professional orality are brought forward in order to establish an understanding of oral utterances as different from written ones, and to anchor the professionalisation of oral expression skills as a professional ethical obligation in education. It is argued that oral skills can be developed, trained and assessed in educational contexts adapted to an understanding of orality as a performative, bodily and simultaneous mode of expression. Specific challenges and opportunities related to such training are pointed out, and the consequences of these are discussed. Finally, critical perspectives on the field of knowledge professional orality are mentioned, and areas for further research in PO are suggested.

Emotional intelligence, resilience and personality traits neuroticism and extraversion: predictive capacity in perceived academic efficacy

BackgroundRecent studies have shown the importance of promoting emotional intelligence and resilience, as well as knowing the personality (extraversion versus emotional instability or neuroticism) in both nursing students and nursing professionals, for better academic adherence, due to stressful situations derived from high academic and attendance requirements for healthcare practices in clinical settings. However, there is little research that analyzes the importance of the perceived academic effectiveness of university students and its relationship with the psychological variables of resilience, emotional intelligence and personality. ObjectiveTo analyse the relationships between perceived academic efficacy, emotional intelligence (EI), resilience and the personality factors of emotional instability and extraversion, as well as to observe the variables that predict perceived academic efficacy. Materials and methodsCross-sectional study on a sample of 434 nursing students in Valencia (Spain) aged 17–54 (M = 21; SD = 0.320). They filled in standard tests on perceived academic efficacy, EI, resilience, emotional instability and extraversion. ResultsPerceived academic efficacy is closely and positively related to EI and resilience; and to a lesser extent to emotional instability, but negatively. The academic efficacy predictor variables were EI (global trait, well-being and sociability), resilience (social support and emotional regulation) and emotional instability (R2 of 0.201). ConclusionsPerceived academic efficacy is fundamentally related to EI and resilience positively, and to a lesser extent to emotional instability negatively, fundamentally via these factors: global trait, social support, well-being, problem-solving capacity. Nursing students' perception of academic efficacy is relevant for building professional skills and carrying out the nurse's role in organisations. So, it is necessary to promote training programs to increase the emotional intelligence and resilience of nursing students, aimed at promoting competence in professional practice.

Integrating Social Workers’ Christian Faith in Social Work: A National Survey

Over the past few decades, researchers have focused considerable attention on religion, spirituality, and faith (RSF) in social work. However, most of this research has been focused on the RSF of clients rather than on RSF of social workers themselves. This study used the Social Worker’s Integration of their Faith – Christian (SWIF-C; Author, 2019) to explore efforts by NACSW members (n = 486) to integrate their Christian faith and social work. Overall, participants reported high levels of faith and social work integration—with both faith and social work influencing the other—and also noted some experience of conflict in their effort to integrate their faith and social work. With a goal of developing sustained ethical and competent professional practice, the paper concludes with recommendations for helping students and supervisees integrate their own faith and social work.

International service-learning and intercultural competence of U.S. music therapists: Initial survey findings

ABSTRACT Introduction: Research in education and the health sciences indicated that international service-learning (ISL) has positive impacts on participants’ intercultural competence, although little information exists in the music therapy profession. This study examined the characteristics of ISL within the context of music therapy and investigated its relationship with intercultural competence in U.S. music therapists. Method: A total of 621 board certified music therapists participated in the study. The researcher-designed cross-sectional survey consisted of checklists, Likert scales, one standardized self-report measure – the Assessment of Intercultural Competence, a culture-related music therapy competence checklist, and demographic information. Results: Results of the study confirmed anecdotal evidence that music therapists and music therapy students are engaging in a variety of ISL programs. Furthermore, the results suggested possible enhancement in intercultural competence, but not necessarily intercultural competence in music therapy. Discussion: Several recommendations include theoretical and conceptual clarification of intercultural competence in music therapy professional practice, as well as cost-benefit considerations for participating in ISL.

Evaluation of Professional Practice Competence of Nursing Students in the Context of Internships

Evaluation of Professional Practice Competence of Nursing Students in the Context of Internships

Psychosocial and Cultural Barriers to Communication Skills Learning in a South East Asian Medical School

With continuing reports of poor communication skills, this study set out to explore reasons as to why medical undergraduates in a medical school should have difficulties with communication skills learning for competent professional practice of international standards. Volunteers were recruited from third year undergraduate medical students to participate in focus group interviews to provide feedback on their experiences with communication skills learning. Six different groups were set up before saturation point was reached, with each group comprising of between six to eight participants. Qualitative analysis of data by coding and categorization threw up a range of insights into the students' challenges with communication skills learning. Two primary areas explored comprised of barriers to communication skills learning and how lecturers could help students improve communication skills learning. The findings highlight participants' acknowledgement of the issue of communication skills to be a problem. They presented a range of insights into the psychosocial and cultural perspectives that were barriers to their learning. Various teaching and learning factors were highlighted as reasons for challenges to the learning of communication skills. They could serve as guidance for educators and education managers to take on board for enhancing communication skills learning and as indicators for further studies.

Supporting New Teachers as Designers of Learning

The aim of this study was to examine a professional learning intervention designed to support new teachers with implementing professional practice competencies. Partners from a school authority joined researcher-practitioners from a university to engage in designing a professional learning series for new teachers. A design-based research approach using quantitative (pre- and post-surveys) and qualitative data (artifacts of learning, field notes, classroom observations) were analyzed over one year. There were over 450 participants involved in the professional learning series. The findings indicated the professional learning intervention positioned new teachers as designers of learning engaging in continuous cycles of design–enactment–reflection and strengthened their pedagogical capacity to interconnect professional practice competencies with support from a community of learners. The findings from this study have implications for supporting new teachers during a period of induction and demonstrate one way to provide new teachers with the foundation for continual growth throughout their career.

Developing resilient graduates to be future workplace leaders

PurposeVocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.Design/methodology/approachThe collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.FindingsEvidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.Research limitations/implicationsLimitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.Practical implicationsThe positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.Originality/valueThis pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

Understanding the Increasing Role and Value of the Professional Case Manager: A National Study From the Commission for Case Manager Certification: Part 1.

The purpose of the national role and function study was to identify the essential activities and necessary knowledge areas for effective professional case management practice from the perspective of those currently functioning in such roles in various care settings and across diverse professional disciplines. The national study covered the diverse case management practices and/or work settings across the full continuum of health and human services. This cross-sectional descriptive study used the practice analysis method and online survey research design. It employed a purposive sample of case managers, in which an open participation link was e-mailed to nearly 60,000 case managers, both certified and not yet certified. A total of 5,416 responses were received, of which 2,810 were found to be acceptable for consideration in the study. A representative group of individuals engaged in case management completed the survey in sufficient numbers to meet the requirements for conducting meaningful statistical analyses including subgroup comparisons. The study identified the common activities (6 domains) and knowledge areas (5 domains) necessary for competent and effective performance by professional case managers, as highlighted in this article, which is the first of a 2-part series on the 2019 role and function study. The results informed the needed update of the test specifications for the Certified Case Manager (CCM) certification examination, as will be delineated in Part II of this article series. The update was necessary because case management practice has continued to evolve and to ensure the examination reflects current practices. The study identified essential activities and knowledge topics at both the micro- and macro levels that define competent and effective professional case management practice, also referred to as the substantive evidence of practice. It helps keep the CCM credentialing examination evidence-based and maintain its validity for evaluating the competency of professional case managers. In addition, the findings document how the practice has evolved over the past 5 years since the conduct of the last national study. Moreover, findings inform the development of programs and curricula for the training and advancement of case managers. The study instrument also is beneficial for further research into professional case management practice-most importantly linking the roles and functions of case managers to client care outcomes.

Baccalaureate nursing students' experiences with multi-patient, standardized patient simulations using telehealth to collaborate.

Nurse faculty must utilize teaching strategies that promote student achievement of essential competencies, and simulation can provide experiential learning to help prepare students for professional practice. The purpose of this phenomenological qualitative study was to explore baccalaureate nursing students' experiences with multi-patient, standardized patient simulations that used telehealth to provide opportunities to learn and practice intra- and interprofessional collaboration. Student perceptions of their ability to utilize lessons from the simulations in clinical practice were also examined. Focus group interviews were conducted with 27 final-semester baccalaureate nursing students after they had participated in two telehealth-enhanced simulations. Analysis revealed five themes: Anxiety due to lack of experience, Improved clinical reasoning, Real world practice, How to communicate effectively, and Application to clinical practice. The use of telehealth helped overcome barriers to implementing collaborative simulations and provided students with experiential learning that addressed essential competencies for safe and effective professional nursing practice.