Role In Professional Development Research Articles

A new front line? Workforce development issues from an evolving fire service

PurposeOver the past twenty years, the Fire and Rescue Services (FRS) workforce in England has experienced significant developments as part of New Labour's modernisation agenda with the Fire and Rescue Services Act 2004 and the increasing focus on prevention and community safety. Subsequent organisational changes and the introduction of new community safety services dynamically altered the role of fire fighters and introduced new roles into these organisations. The purpose of this paper is to explore the issues relating to an evolving fire service workforce and the tensions present in the development of new professional roles.Design/methodology/approachAn exploratory qualitative critical realist case study approach was undertaken, employing semi-structured interviews and focus groups of employees across one FRS in England.FindingsThe findings of the present study identify several emerging issues from a changing fire service: in particular, the frictions between different aspects of the organisation and the tensions in the development of career “ladders” for non-operational roles.Originality/valueTo the author's knowledge, this is the first paper that examines the issues surrounding the development and evolution of professional roles in community safety aspects within the FRS in England.

Themed Issue: Topics in nurse practitioner professional role development.

Themed Issue: Topics in nurse practitioner professional role development.

Specialized Staff for the Care of People with Parkinson's Disease in Germany: An Overview.

Access to specialized care is essential for people with Parkinson´s disease (PD). Given the growing number of people with PD and the lack of general practitioners and neurologists, particularly in rural areas in Germany, specialized PD staff (PDS), such as PD nurse specialists and Parkinson Assistants (PASS), will play an increasingly important role in the care of people with PD over the coming years. PDS have several tasks, such as having a role as an educator or adviser for other health professionals or an advocate for people with PD to represent and justify their needs. PD nurse specialists have been established for a long time in the Netherlands, England, the USA, and Scandinavia. In contrast, in Germany, distinct PDS models and projects have been established. However, these projects and models show substantial heterogeneity in terms of access requirements, education, theoretical and practical skills, principal workplace (inpatient vs. outpatient), and reimbursement. This review provides an overview of the existing forms and regional models for PDS in Germany. PDS reimbursement concepts must be established that will foster an implementation throughout Germany. Additionally, development of professional roles in nursing and more specialized care in Germany is needed.

Innovative Communication Learning: Combining TED Talks and Reflective Writing for Nursing Students.

As educational programs compete with online and open courseware, TED (Technology, Entertainment, and Design) Talks provide meaningful complementary content that can be easily integrated into curricula. Evaluate an innovative approach to the standard lecture by combining media mixture with reflective writing. Undergraduate nursing students were asked to view a TED Talk and write a brief narrative reflection as part of their preparation for a communication class. The video and reflective writing assignment were completed by 23/25 (92%) of students. Qualitative analysis of the reflective writing identified three primary themes: Communication as a Foundational Competency, Importance of Empathy, and Professional Role Development. This illustrative talk and narrative exercise provided an interactive learning experience for novice nurses that served as a compelling means to critically reflect on effective health-care communication skills, prior to entry into practice.

Rural Telehealth Team Education for Baccalaureate and Nurse Practitioner Students.

Rural areas face health care workforce shortages. Nursing students seeking rural employment require instruction and clinical experience in using telehealth to work in health care teams. An innovative telehealth consultation simulation paired nurse practitioner (NP) students with prelicensure baccalaureate nursing degree (BSN) students. The simulation aimed to enhance NP student proficiency and confidence in telehealth consultation skills and to foster professional role development through exposure to telehealth nursing roles for RNs and NPs. On-campus BSN students assumed the role of the RN in a rural clinic and consulted with off-campus NP students using telehealth technology in the care of a standardized patient. Participants demonstrated level-appropriate proficiency and reported confidence in telehealth consultation and favorable attitudes toward intraprofessional communication. An intraprofessional educational model allowing BSN and NP students to develop telehealth consultation skills successfully addressed a gap in preparing nursing students to meet rural health care workforce needs. [J Nurs Educ. 2020;59(5):274-277.].

El viaje como recurso educativo: Estudio de caso de la Expedición Tahina-Can

El trabajo analiza las posibilidades del viaje como recurso y método educativo innovador a partir del estudio de caso de la Expedición Tahina-Can, un proyecto de periodismo de viajes impulsado por la Universidad Autónoma de Barcelona (UAB) desde el año 2004 y que ha permitido a cerca de 700 estudiantes participar en una expedición académica que aglutina talleres de producción de contenidos en el ámbito de la redacción digital, la televisión, la fotografía y la radio. La iniciativa ha obtenido el primer premio por la Fundación Telefónica en la categoría de “Aprendizaje en la Red”. El estudio propone la conceptualización del viaje como práctica constructivista que asume los retos del perfil del estudiante del siglo XXI. A través de la metodología del estudio de caso, describe las particularidades del proyecto de viajes al tiempo que analiza los resultados y el impacto del mismo a partir de grupos focales desarrollados con la participación de los expedicionarios que han hecho parte de los viajes de la Expedición. El estudio, concluye, entre otros aspectos, que el viaje es considerado como una práctica de aprendizaje activo y que constituye un estímulo para los estudiantes. La experiencia potencia el compromiso y a la entrega de los participantes con su propio aprendizaje y permite el desarrollo avanzado de diferentes roles y competencias periodísticas profesionales.

Fostering promotion and protection of the professional nurse practitioner role: A call to action.

The professional obligations to protect and promote nursing professional roles stem from the American Nurses Association Code of Ethics. Nurturing new generations of NPs to assume leadership role is foundational to succession planning and is critical to assuring NPs' continued contributions to health care. Making professional role development a priority at various points in educational programs, modeling ways to contribute to the profession, and encouraging professional organization membership are a few of the suggestions presented for the academic environment. In clinical settings, NP meetings are opportunities to engage NPs in legislative and policy issues important to practice. Attaining employee benefits, such as conference attendance, can promote commitment; and precepting NP students forges professional bonds. Present and future generations of NPs must assume responsibility for protecting and promoting the role. Many threats to NPs' scope of practice and other professional conundrums are ongoing. Instilling the values of protecting and promoting the NP role in students and colleagues and then identifying leaders to direct these efforts are essential to succession planning.

Developing Executive Nurse Leaders: Exemplar for Using Information Technology to Bolster Professional Role Development of BSN-DNP Students.

Universities are offering a Bachelor of Science in Nursing (BSN) to Doctor of Nursing Practice (DNP) track to meet the demands of complex health systems by preparing nurses to lead change. Curriculums developed for the adult learner may benefit from adding supplemental resources to prepare nurses with limited leadership experience for their future roles. Support the development of executive leadership skills of BSN-DNP students. Faculty at a Western Pennsylvania university used the existing learning management system (LMS) to create a nursing leadership site. Practice competencies described by professional organizations were used as the framework for identifying best practice resources. A supplemental site serving as a repository of information for students was successfully developed. Students were encouraged to access the site to augment their learning on professional competencies. Developing an online support site via the university LMS was a creative solution for providing supplemental professional development content to best prepare future nurse executive leaders. Faculty teaching in streamlined academic programs can provide additional content based on professional standards to students using innovative and interactive methods. Promoting further development of executive leadership skills may bolster program strength and influence future nurse leaders.

Liminal roles in construction project practice: exploring change through the roles of partnering manager, building logistic specialist and BIM coordinator

Industries have to adapt to changes in external environment. This adaption includes the development of new professional roles that challenge established structures, roles and communities of practice. In order to better understand the unfolding of construction project practice in an increasingly changeful world new professional roles are explored as liminal roles. The studied professional roles are partnering manager, building logistic specialist and BIM coordinator. Liminality is used as framework to understand descriptions of liminal experiences when negotiating boundary interfaces in construction project practice. Findings are both theoretical and practical and suggest that new professional roles practice multi-liminal work and acknowledge tensions that pose challenges for liminal roles to act as change agents.

Enhancing Observers' Learning During Simulations.

Health care facilities are charged with the challenging task of establishing and maintaining quality of nursing care. As more health care facilities adopt patient simulation as a strategy for increasing the quality of nursing care, nursing professional development specialists struggle to ensure that all participants have positive learning experiences. Staff members assigned to the role of observer pose a unique challenge because they do not actively participate and may disengage from the learning process. Instructing the observers to lead the debriefing session transforms them into active participants. The traditional method of observers learning vicariously through role modeling can be enhanced by more active involvement during debriefing. Professional role development, greater feelings of achievement, and improved clinical competence will occur with observer-led debriefing. The focus of this article is to discuss an innovative way to capture and hold the attention of those staff members assigned to the role of observer in patient simulation. J Contin Educ Nurs. 2017;48(10):454-457.

Midwives experiences of participating in a midwifery research project: A qualitative study.

In an earlier research project midwives were asked to perform women-centered care focusing on the assumption that the physiological process in the second stage of labour could be trusted and that the midwives role should be encouraging and supportive rather than instructing. There is no knowledge about how midwives participating in such a research project, uses their skills and experience from the study in their daily work. The aim in this study was to investigate how midwives experienced implementing woman-centered care during second stage of labour. A qualitative study was designed. Three focus groups and two interviews were conducted. The material was analysed using content analysis. The participating midwives' experiences were understood as increased awareness of their role as midwives. The overarching theme covers three categories 1) establishing a new way of working, 2) developing as midwife, 3) being affected by the prevailing culture. The intervention was experienced as an opportunity to reflect and strengthen their professional role, and made the midwives see the women and the birth in a new perspective. Implementing woman-centered care during second stage of labour gave the midwives an opportunity to develop in their professional role, and to enhance their confidence in the birthing women and her ability to have a physiological birth. To promote participation in, as well as conduct midwifery research, can enhance the development of the midwives professional role as well as contribute new knowledge to the field.

We Are In This Together: Sharing Expertise as a Way to Increase Publication Success

We Are In This Together: Sharing Expertise as a Way to Increase Publication Success

Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.

Introducing the EFRS and translating research into clinical practice

The European Federation of Radiographer Societies (EFRS) was founded in 2008 by 27 professional societies of radiographers. Before that many European radiographer societies had been meeting and cooperating already since the nineteen fifties under the umbrella of the ISRRT. Now in 2015 already 38 radiographer societies from 32 countries in the geographical region of Europe are registered as full member, 55 educational institutions from 25 countries joined as affiliate members and are cooperating in the EFRS educational wing. Through its member organisations the EFRS represents more than 100.000 radiographers and 8000 radiography students in Europe. Research in Radiography is essential for the development of the body of knowledge of medical imaging & radiotherapy and to contribute for the radiographer professional role development and advance practice. Translating research evidence into clinical practice is essential to assure the development of the quality of the healthcare delivered to the patients. The EFRS Radiography Research Network (www.efrs-rrn.eu) is a powerful tool to promote and share the research that is being developed by Radiographers, to exchange experiences, to discuss new professional practices, with the objective to meet the patients’ needs and expectations. It is known that the translation of new knowledge into practice occurs through 3 stages: (a) awareness; (b) acceptance; (c) adoption. The major challenge for the next decade is to build solid bridges between clinical and academic environments, with the objective to develop the Radiographers field of knowledge through evidenced based research. Nothing to Disclose.

Japanese neonatal nursing with a historic perspective

Neonatal Nurses' scope of practice and scope of knowledge varies widely across the globe. The development of professional roles is unique to specific regions and is often driven by a number of factors, including local culture and health priorities. Japanese neonatal nurses have traditionally practiced with limited scope compared to the other parts of the world. However, the present climate in Japan presents an opportunity for the innovative developments. An exploration into advancing the role of neonatal nurses revealed complexities that impacted on current Japanese nursing practice. This article will discuss the legal and historic influences that have shaped current neonatal nursing practice, the training, educational opportunities for nurses pursuing neonatal nursing, and the challenges for those who wish to practice beyond the scope of traditional practice in Japan today.This report regarding the legal and historic influences on Neonatal Nursing in Japan aims to provide a backdrop to future reports from Japan. It is hoped that this knowledge will add clarity to future discussions on issues surrounding Neonatal Nursing globally.

Demystifying aged care for medical students.

Residential aged care environments can provide valuable learning opportunities for health professional education. An aged care community-university partnership developed the Beyond the Teaching Nursing Home: Community Partnership of Learning and Care (BTTNH:CPLC) programme, where older adults volunteer in learning activities with health professional students. This article describes medical students' experience of participating in a clinical learning activity as part of the broader programme. Fourth-year medical students (enrolled in a 6-year medical degree) on geriatric medicine rotation participated in a half-day clinical visit as part of the BTTNH:CPLC programme. Medical students participated in an interview activity with an older adult from the aged care facility. A survey was administered to evaluate medical students' experience of the structured clinical visit to a residential aged care facility. Residential aged care environments can provide valuable learning opportunities for health professional education RESULTS: Medical students valued the learning experience of interacting with older adults, observation of the residential aged care environment and learning about the needs of older adults living in residential aged care. Providing meaningful learning opportunities for medical students in residential aged care environments may contribute to a better understanding of residents, aged care environments, development of communication skills, professional role and clinical decision-making skills that are relevant for the care of older adults not only in aged care but also in other care settings.

PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16% to 84%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26% to 90%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ Key words: teacher professional development, systemic nature, partnership, reflection, inquiry.

Evaluation of community pharmacy-based services for type-2 diabetes in an Indonesian setting: pharmacist survey.

Diabetes is an emerging chronic disease in developing countries. Currently the management of diabetes in developing countries is mainly hospital or clinic based. With burgeoning numbers of patients with diabetes, other models need to be evaluated for service delivery in developing countries. Community pharmacists are an important option for provision of diabetes care. Currently, data regarding practices of community pharmacists in diabetes care have been limited to developed countries. To evaluate current community pharmacy-based services and perceived roles of pharmacists in type 2 diabetes care, and characteristics (pharmacist and pharmacy) associated with current practice. Community pharmacies in a developing country setting (Surabaya, Indonesia). A questionnaire was administered to pharmacists managing a random sample of 400 community pharmacies in Surabaya, Indonesia. Current practice and pharmacists' perceived roles were rated using Likert scales, whilst an open-ended question was used to identify priority roles. Logistic regression models determined characteristics associated with current practice. A response rate of 60% was achieved. Dispensing (100%) and education on how to use medications (72.6%) were common current pharmacy practices. More than 50% of pharmacists were supportive towards providing additional services beyond dispensing. The highest priorities for services beyond dispensing were education on medications [i.e. directions for use (58.6%) and common/important adverse effects (25.7%)], education on exercise (36.5%), education on diet (47.7%), and monitoring medication compliance (27.9%). Facilitators identified were: being perceived as part of a pharmacist's role (for all priority services), pharmacies with more than 50 diabetes customers per month (for diet education), and pharmacists' involvement in diabetes training (for compliance monitoring). The key barrier identified was lower pharmacist availability (for diet education as well as compliance monitoring). Most community pharmacies in Surabaya, Indonesia have only provided a basic service of dispensing for type 2 diabetes patients. Many pharmacists believed that they should extend their roles particularly regarding patient education and monitoring. The development of pharmacist professional roles would assist in managing the burgeoning burden of diabetes. The identified facilitators/barriers provide baseline data to support the development of community pharmacy-based diabetes services.

The role of the practice trainer as an agent of co-configuration

Professional and vocational learning requires the sharing of expertise across physical, social and cultural boundaries in developing and delivering programmes of study. Contemporary understandings of workplace learning emphasise the criticality of contextualised learning which considers how learners and workplace environments are reciprocally shaped. This paper draws on the findings of a case study which utilised the tools of activity theory to develop insights into the complexities of bridging educational institutions and the workplace in support of learners in order to build capacity in healthcare. The case study centres on development of a new assistant professional (AP) role, underpinned by a two-year foundation degree qualification. During the programme learners are supported by a ‘practice trainer’ who has a dedicated role in supporting learning across academic and workplace environments. The study explores the role of practice trainers in promoting expansive learning which creates new solutions to meet emerging demands. It is set within an interpretivist research paradigm with data gathered through semi-structured interviews and a focus group with key members of the partnership. The findings reveal the centrality of practice trainers in aligning the educational programme to the needs of the emerging AP role. A similar, dedicated role is recommended in other professional and vocational programmes to foster conditions which enable a more contextualised learning experience.

New RN residency program to improve clinical competency, confidence, and socialization skills of novice nurses

Objective: The transition to practice experience provides a useful process to integrate nursing knowledge, skills, and attitudes of newly graduated nurses before they assume the professional nurses’ roles. The study examined the levels of perceived clinical competency, confidence, and professional role development skills of 114 culturally diverse novice nurses enrolled in 12-15 weeks of a collaborative RN residency program at a state funded California university during academic years 2009-2013. Methods: Descriptive pre- and post-program measures study assessed core competency and confidence of participants before and after the residency program using three instruments; a modified quality and safety education for nurses (QSEN) competency questionnaire, Preceptorship Experience Questionnaire, and Graduate Nurse Survey. Results: Compared to the pre-program sum, participants report to perceive the significantly higher levels of the post-program sum of competency skills in applying QSEN concepts and nursing process cycles that include assessment, planning, implementation, and evaluation as well as professional role development. Interestingly, participants report to feel it is very important to develop a trusting relationship with their preceptor and positive relationship with staff nurses. Participants also report to perceive the higher level of confidence in carrying out nursing care at the end of the program. Conclusions: Findings suggest that newly graduated nurses perceive the increased levels of clinical competency and confidence on their self-administered report after participating in the RN residency program.