Participation In Professional Organizations Research Articles

Social capital and women's earnings in traditional fisheries: Evidence from the Campos Basin (State of Rio de Janeiro, Brazil)

The PESCARTE Environmental Education Project (PEA) is an initiative to mitigate the socio-environmental impacts generated by the oil and gas exploration industry in deep waters off the marine coast of the Campos basin (state of Rio de Janeiro - Brazil). This project, through a census research, has made possible to identify the levels of participation of fishers in professional and community organizations that defend their interests. Using census data, we explored the asymmetries in the social capital of men and women in the project's area of intervention. Log-lin regression models, controlled by endogeneity tests, made it possible to identify the negative impact on labor income of low female participation in professional organizations (Colonias de Pesca). In this way, we can perceive the profound invisibility of women's work in traditional fishing activities. Forbidden from participating in the capture of marine resources, they have been relegated to secondary activities in the fish processing chain (filleting and peeling). This article is the result of research funded by PEA PESCARTE project, which is a mitigation measure required by Federal Environmental Licensing, conducted by Brazilian Institute of Environment and Renewable Resources (IBAMA).

Investigating the impact of student loan debt on new practitioners

BackgroundUnited States student loan debt has surpassed $1.7 trillion and continues to rise. Generally described as a “crisis,” the state of student loan debt in the United States is a subject of increasing consideration, research, and analysis by federal government agencies, nonprofit organizations, economists, and students who carry the balance. Excessive student loan debt has been hypothesized to affect students’ career choice, diminish quality of life, negatively affect their ability to give back to society at large, and delay progress on achieving other financial goals such as saving for retirement. Current available research evaluating the impact of this debt on student pharmacists and new practitioners is limited. ObjectiveTo assess the impact of student loan debt on financial stability, career choice, professional development, and overall well-being among pharmacists who received first licensure in Ohio within a 5-year period; hereafter referred to as “new practitioners.” MethodsAn anonymous survey, consisting of 39 items, was administered using Verint survey software to new practitioners holding an active pharmacist license in Ohio with date of first licensure between May 1, 2012 and March 1, 2017. ResultsTotal of 4026 pharmacists were invited to participate in the survey, and there were 471 responses, yielding a response rate of 11.7%. Higher student loan debt was associated with perceived limitations regarding amount of available disposable income, career mobility, work satisfaction, charitable contributions, participation in professional organizations, retirement savings, purchasing a home, delay in starting a family, diminished quality of life, and worries about paying off student loans. However, this study did not find a statistically significant relationship between student loan debt and the decision to pursue a residency. ConclusionOn the basis of the results of this study, higher student loan debt has statistically significant effect on new practitioner’s perception of their financial stability, ability to pursue professional development opportunities, and overall well-being.

Teacher Instructional Competence and Learners Performance in Social Studies: Basis for Enhancement Program

One of the goals of today’s pre-service and in-service training of teachers is to promote teacher’s competencies. According to the Department of Education, it is a big factor in the academic achievement of the students. Included under teacher competencies are teaching effectiveness, professional recognition and awards, membership and participation in professional organizations, scholarly abilities, and creative productiveness, and university and community service. In the daily life of students, they encounter different kinds of teachers. The purpose of this study is to determine the teachers’ Instructional competence and the students’ MPS and quarterly grade performance involving 46 respondents in the City Schools Division of Laguna. The level of teachers’ instructional competence of the teachers and principals Competence in curriculum content, Competence in transmitting the content to the learners, Competence in preparation of lesson log/plan, Competence in preparation of students’ engagement, Competence in classroom management; and Competence in providing conducive learning environment are interpreted as very satisfactory. The level of learners’ quarterly grade and MPS were fairly satisfactory for the grade and low mastery level for MPS. There is a significant difference between learning environment competence and learners’ quarterly grade and MPS. But there is no significant difference between the four aforementioned variables between learners’ quarterly grades and MPS.

A concept analysis of power

Using Walker and Avant's theory construction strategy, a concept analysis of power was conducted. Within the nursing literature, there exists a dialectic between types of power: power to vs. power over. This dialectic covers a wide range between goal attainment and powerlessness. The aim of this concept analysis was to examine power to for its potential fit with the phenomenon of nurses' lack of participation in professional organizations and on governing boards. The assumptions of this concept analysis are that power to is good, and that as humans with cognitive abilities, nurses have sufficient power to, whether they engage it or not. The Cumulative Index to Nursing and Allied Health Literature, Academic Search Premier, Business Source Elite, Google Scholar, ABI/INFORM Complete, Education Research Complete, Historical Abstracts, and PsychINFO were searched using the keywords power, nursing, and group. Peer-reviewed, scholarly journal articles from 1957 to 2019 were considered. The derived definition of power to is largely unchanged from its 17th century definition: the knowledge, freedom, and intention to do or to effect something. Self-assessing and nurturing knowledge, freedom, and intention, and identifying risk-preference among nurses may yield potential candidates for participation in professional nursing organizations and on governing boards.

Las competencias del futuro profesional de enfermería desde la perspectiva del profesorado y el alumnado: Un estudio de caso

Resumen:En este artículo se analizan y contrastan las percepciones y valoraciones de estudiantes y profesorado sobre el desarrollo competencial de los futuros profesionales de Enfermería de una universidad privada de Puerto Rico. Se trata de una investigación descriptiva por encuesta en la que han participado 138 sujetos. Los resultados evidencian, entre otras cuestiones, que el alumnado tiende a mostrarse más satisfecho con los logros alcanzados que los docentes, aunque ambos coinciden en señalar que existen brechas importantes entre la formación adquirida por los futuros profesionales de Enfermería y aquella otra que sería deseable haber alcanzado para un buen desempeño profesional. Las competencias más adquiridas y mejor valoradas por ambos colectivos están vinculadas a los principios y valores éticos de la profesión, mientras que los niveles de logro más bajos están relacionados con el diseño y evaluación de sistemas de cuidado de la salud, el uso de los recursos de salud de la comunidad y la participación en organizaciones profesionales.

Profesionalismo en enfermería: una revisión de la literatura

Professionalism in nursing has been described as a factor which widely determines the quality of attention in the hospital environment.Objective: To determine the level of professionalism among nurses as reported by the literature.Method: A literature review was conducted on different international databases following the Cochrane Manual and the PRISMA inform, and considering only the last 10 years. The methodology quality of the articles was assessed through the Effective Public Health Practice Project instrument (EPHPP).Results: Eleven studies making reference to the level of nursing professionalism were selected. The levels of professionalism differed among the countries, but a concordance was observed regarding professional autonomy. The publishing and communication areas reflected the lowest levels of professionalism.Conclusion: The level of professionalism in nursing varies among countries; and knowing the areas with highest and lowest levels is important to develop strategies to address the issue. The nursing professionals should foster their professionalism, their autonomy, their publishing activities, and their participation in professional organizations.

Student Participation in Professional Organizations

A professional society, organization, or association offers members the opportunity to advance their knowledge and skills and to maintain their certification through organizational activities. By definition, professional societies are formed when a group of individuals with shared interests collaborate to achieve professional goals. Cited benefits of membership in a professional society include being a key resource for maintaining professional values and standards; providing opportunities for continuing education, professional development, networking, and collaboration; providing support for challenging issues; and promotion of the profession. A PubMed search found that some health care education programs report the benefits of student membership in their professional societies, although there are little published data on student membership in professional societies for medical imaging programs.

Perceptions of the Professional Development Value of Honorary Fellowship Award Experiences.

Professional societies engage in activities with the aim of nurturing highly talented early career members of their field. Little is known about the value of honorary fellowship awards given annually by professional societies. Following up on the only known prior study of this topic, authors queried fellowship awardees in one psychiatric society to better understand the perceived value of honorary fellowships and other outcomes, such as subsequent involvement in professional societies. The authors queried former participants in the Laughlin and Psychiatry Resident-In-Training Examination® (PRITE®) Programs regarding their fellowship experiences and their subsequent involvement in The American College of Psychiatrists and other psychiatry membership organizations. The authors obtained frequency data and analyzed responses using t-tests and chi-squared tests. Associations between the outcomes and demographic characteristics such as age, gender, and fellowship type was tested. Responses were gathered from 143 individuals who had participated in the Laughlin Fellowship and 22 in the PRITE Fellowship. Respondents felt that that the fellowship experience had been helpful professionally. Laughlin fellows were older and more likely to have assumed a leadership role in professional organizations (60% vs 36%, p = 0.04). Laughlin fellows also more strongly endorsed professional recognition as a benefit at the time of receiving their award. Survey respondents reported increased participation in professional organizations and assumed leadership roles in The College and other professional organizations subsequent to the fellowship experience. On the whole, fellows were generally positive about their experiences. Many respondents became involved with The College subsequent to their fellowship, but a larger proportion became involved with other organizations, including in leadership roles. Professional societies with early career programs such as the Laughlin Fellowship and the PRITE Fellowship appear to identify and support future leaders as intended, but these leaders may engage more with other professional societies.

Getting the most out of professional associations.

In this commentary, three public health professionals working in diverse career settings share their perspectives on how to get the most out of professional associations. This article demonstrates how you can benefit from active involvement in your membership in professional associations and attending professional conferences. Methods to participate actively in your association include volunteering for one-time opportunities or standing committees, mentoring, and reviewing publications and manuscripts. Being active in professional organizations, such as the Society for Public Health Education, offers personal career development skill-building and opportunities for leadership and mentoring across all career stages. Experiences on how participation in professional organizations helped shape the authors' careers are shared.

Promoting professionalism in RN-BSN education

Professional nursing practice entails more than the employment of technical skills while caring for patients. It also includes participation in professional organizations and involvement in the community. While there is evidence of the need for RN-BSN programs to provide learning activities that will promote sustained professionalism in the baccalaureate nurse, there is a paucity of literature describing such activities. This article describes the case report of one university’s use of curricular changes in the RN-BSN program through inclusion of clinical activities to enhance professional development and values. The responses of RN-BSN students to these clinical experiences demonstrate engagement and interest in both professional nursing organization and civic meetings, as well as personal satisfaction as a result of their involvement in these experiences. Nursing faculty teaching in RN-BSN programs should find these comments inspiring, and be motivated to incorporate some of these clinical activities into their curriculum to promote sustained professionalism in RN-BSN students after graduation.

Political Astuteness of Baccalaureate Nursing Students Following an Active Learning Experience in Health Policy

To describe changes in political astuteness after baccalaureate nursing student participation in a series of public policy learning activities. This one-group pretest/posttest design included 300 undergraduate nursing students enrolled in the public/community health nursing course. Data collection occurred each semester beginning spring 2008 and ending summer 2011. The Political Astuteness Inventory (PAI) was used to compare levels of political astuteness and to identify conceptual factors contributing to political involvement prior to and at the completion of the public policy learning activities. The public policy learning activities were a central clinical component of the senior level public/community health nursing course. These activities included information sessions at the State Department of Health and State House, a legislative assignment, and a public policy group project. After participating in the public policy learning activities, students' political astuteness mean scores significantly increased (p=.000). Participation in professional organizations and knowledge of the legislative and policy processes significantly predicted posttest political involvement (p=.000). The PAI was a useful outcome measure for the public policy activities. Active learning experiences in public policy can increase the knowledge and skills that future nurses need to influence public policy.

Car Keys, House Keys, Easter Eggs, and Curricula

The hidden curriculum has become a topic of high concern within our colleges of pharmacy. Despite our efforts to map the curriculum to competency statements and our painstaking development of lectures and syllabi, students probably learn more about becoming a pharmacist from the unplanned, hidden curriculum than from our carefully designed formal presentations. It has been said that “The hidden curriculum is not simply found, one must go looking for it.”1 My efforts to go “looking for it,” lead me to conclude that our hidden curriculum is found in ways similar to how we find everyday things. Portions of the hidden curriculum might be compared to a misplaced set of car keys. Undoubtedly we have all spent time searching for car keys. In our hurry through our daily routine, we unconsciously drop our keys in unlikely places. In our curricula the “car keys” are passing conversations and nonverbal cues. Often our interactions with each other and our nonverbal communication are inconsistent with our more formal messages. Students receive didactic lectures espousing the importance of interprofessional teamwork. When they hear pharmacists belittle the efforts of other team members, they are unlikely to retain the right “take away” message. White coat ceremonies focused on the importance of core values, including respect for others and empathy, are unlikely to have the lasting impact we desire, if followed by an introductory pharmacy practice experience (IPPE) during which students hear health care professionals make derogatory remarks about a patient. Role modeling plays a critical part in developing future practitioners. Students learn by example. They not only learn specific skills, but also “cultural norms.” Faculty members who support each other, show empathy for patients, and create an inviting learning environment are likely to foster the development of future colleagues who are supportive, empathetic, and lifelong learners. On a different note, the hidden curriculum might be compared to house keys hidden under the doormat. The house keys are purposefully hidden, but their location may be more obvious than intended. The house keys in our curriculum are the powerful messages sent by our institutional policies and the allocation of our resources. Policies that allow students to attend professional meetings and funds that support their travel send messages that the institution values their participation in professional organizations. Promotion and tenure guidelines that reward excellence in teaching imply that the organization values teaching. Flexible work schedules for faculty and staff members may send the message that the organization is family friendly. These “keys” may not be in plain view, but their effect is evident. Finally, the hidden curriculum might be compared to an Easter egg hunt. Some messages we send in our curricula are expertly hidden, disguised in ways that one might never find without continually hunting. These are messages about our own shortcomings that we hide from our students, hoping that they will not be discovered. Perhaps we do not want students to realize that we do not have all the answers or that we make mistakes. We may worry that our students will recognize that transformation from resident or postdoctoral fellow one day to faculty member the next does not make us expert teachers overnight. We may avoid discussions that make us uncomfortable. After all, how do we teach a student how to deal with the death of a patient for whom he/she cared? How do we explain that the profession can evolve in the setting of health care reform legislation that we do not completely understand? Indeed, these Easter eggs in our curricula may pose the greatest challenges. It would be a productive exercise for faculty members within all of our colleges to examine their own personal curricula for hidden messages. Are we effective role models? What messages do our institutional policies convey? Does our allocation of resources reflect our values? And finally, what messages lurk in our silences?

Networking, Networking, Networking

SUMMARYThe authors surveyed new and veteran science and engineering librarians to determine the roles membership and participation in professional organizations play in mentoring and/or retention to the field. The authors compare activity and membership levels in several subject-oriented organizations and discuss the perceived benefits members receive from these professional activities as well as the challenges these memberships present. The networking that occurs as part of participation in subject-oriented library associations provides mentoring that may not be available to science librarians any other way.

Teaching Professional Behaviors: Differences in the Perceptions of Faculty, Students, and Employers

A review of the literature indicates that faculty, students, and employers recognize the importance of professional behaviors for a successful career. These professional behaviors were defined by business school faculty to include honesty and ethical decision making, regular attendance and punctuality, professional dress and appearance, participation in professional organizations, and appropriate behavior during meetings. This paper presents the results of a survey administered to managers, faculty, and students about how business school professors can teach these professional behaviors. A hypothesis was tested that managers, professors, and students differ in their perceptions about what is appropriate professional behavior. Using a scale of strongly agree to strongly disagree to respond to critical incidents, one-way ANOVA indicated no group differences for items about cheating, plagiarism, and helping students to work projects on schedule. Group differences were found for ethics items (raising course grade for the purpose of tuition reimbursement, stopping excessive use of school printers, simplifying course work to accommodate weaker students), time management items (making accommodations for students unable to regularly attend class, refusing to admit late students), appearance items (requiring students to dress in suits for major presentations, counseling a student with facial piercing), and for items about required activities inside and outside of the classroom.

Information skills development at Dialog

The Information Professional Development (IPD) programme at Dialog, the pioneer electronic information retrieval technology and a business of the Thomson Corporation, employs a four-part strategy to assist its customers by providing them with indispensable information, insight and solutions to help them make better decisions faster, to enhance that relationship as a long-term goal, and to promote Dialog’s position as a worldwide information provider. The strategy involves: the Graduate Education Programme, to provide information professionals with awareness of Dialog while they are studying for their professional degree; the Professional Association Relationship Management scheme, to build peer relationships with a wide range of special library and corporate information professionals through participation in professional organizations; the Quantum2 Leadership Development Programme, to help information professionals develop the leadership skills to empower them to develop innovative information services; and the Customer Advisory Board, to build relationships with top customers. The four elements of the IPD strategy are described in detail, with indications as to how they fit into the overall operation of Dialog. The articles concludes that the IPD programmes, together with other relationship-building efforts, have been successful in enabling the company to build lifelong relationships in the information professional community through a team of information professionals who have the central aim of helping information professionals to succeed in their organizations.

Employment characteristics of recent PNP graduates

Purpose: The purpose of this study was to describe the characteristics of employment, health-illness characteristics of children cared for by PNPs, frequency of role functions by practice setting, and participation in professional organizations of recent graduates from 11 university programs. Method: A 60-item multiple-choice survey tool was sent to graduates from 1997-1999. Results: Two hundred twenty-five surveys were returned (response rate: 54%). More than 48% described their practice setting as primary care, and 33% described it as specialty practice. Graduates indicated they frequently cared for children “at risk,” with chronic health conditions, and with critical health conditions. Assessment of growth and development and provision of preventive care services were roles more frequently performed in primary care settings, whereas implementing and participating in research, case management, systems intervention, staff development, development of policies or programs, and writing for grants or publication were roles more frequently performed in specialty practice settings (P <.05). Discussion: Findings from this survey confirm earlier survey findings regarding the varied practice settings, diverse role functions, and type of clients served by recent PNP graduates. Educational programs need to prepare graduates for the varied role functions they are likely to perform upon graduation and encourage them to participate in professional organizations and the development of health care policies affecting children and families. J Pediatr Health Care. (2003). 17, 133-139.

Health System Changes Portend Drop in Physicians’ Charity Care

Health System Changes Portend Drop in Physicians’ Charity Care

Board certification (Diplomate) in behavioral psychology.

This article describes the American Board of Behavioral Psychology (ABBP) and how it can assist you in maximizing your potential as a behaviorally-oriented professional psychologist. The mission of the board is to grant board certification in Behavioral Psychology to qualified behavioral psychologists after a competency-based examination. As a board certified psychologist (Diplomate), you will be on a par with board certified physicians and other similar professionals. Furthermore, possession of the diploma makes it easier for psychologists to be licensed in many other states. Some managed care companies increasingly look for the possession of credentials such as board certification and other employers recognize such specialty credentialing as well. In some employment settings, increased pay schedules may be possible for board certified psychologists. Finally, possession of the diploma informs the professional community that the holder is a recognized specialist in behavioral psychology as demonstrated through a competency-based examination presented by peers. Because of this competency-based assessment, a diploma from ABBP is recognized as the gold standard of professional practice in this specialty. ********** In order to provide behaviorally-oriented psychologists with the opportunity to demonstrate their specialty competencies, the American Board of Behavioral Psychology was formed in 1987 and incorporated shortly thereafter. After an initial phase of negotiation with and monitoring by the American Board of Professional Psychology (ABPP), ABBP was incorporated into ABPP as a specialty member board in 1992. ABPP has been certifying psychological specialists since 1948. I was the first Behavioral Psychology representative to ABPP's Board of Trustees, serving from 1993 through 1996. Dick Suinn, former AABT President and Past President of APA, was the Behavioral Psychology representative from 1997 through 2000. Christine Nezu began her term this year as the third Behavioral Psychology representative. The General Eligibility Criteria for the Diplomate in Behavioral Psychology are as follows: 1. Psychologists must be of good moral character, scientific integrity, and professional standing. Their conduct must be in accordance with the prevailing ethical principles of the American Psychological Association or the Canadian Psychological Association, as appropriate to the location of their practice. 2. An earned doctorate in psychology is required that is APA accredited or met equivalent standards at the time the degree was awarded. 3. State or regional licensure or certification at the level of independent practice is required in the state in which the psychologist practices. 4. Three years of experience in one or more aspects of behavioral psychology; one of which may be pre-doctoral, as well as appropriate supervision in behavioral psychology is required. The board recognizes that not all of a candidate's experience may be in behavioral psychology. 5. Membership and participation in professional organizations which have identifiable purposes that are congruent with those of ABBP. The process of acquiring board certification in Behavioral Psychology consists of three phases. In Phase One (Application Phase), the candidate obtains the ABBP application packet from the ABPP Central Office, completes it, and submits it with copies of the following documents: * Current psychology license * Current curriculum vita * Official school transcripts * Supervisor rating forms from two former supervisors * Colleague rating forms from two or three current or past colleagues/peers * Candidates who are members of the National Register of Health Service Providers in Professional Psychology are presumed to have met the General Eligibility Criteria. In Phase Two (Work Sample Phase), candidates are invited to submit four copies of at least one work sample of his/her typical practice as a behavioral psychologist. …

A descriptive analysis of air medical directors in the United States

Introduction: The purpose of this study was to describe the characteristics and functions of U.S. physician air medical directors. Methods: This descriptive study included physician directors of U.S. rotor-wing and fixed-wing air medical services. Data were obtained using a standardized survey in regard to the training, education, and roles/responsibilities of directors of critical care air medical services (AMSs). Results: Data from 153 of 276 surveys (55.4%) were analyzed and reported in this study. Air medical directors' residency training varied, but emergency medicine was the most frequently reported training type (38.0%). Most directors reported less than 5 years of job experience in AMS (57.3%), had neither residency/fellowship-based flight experience (63.9%) nor practical flight experience (60.5%), and performed director functions on a part-time basis (93.2%). The six most commonly reported medical director activities were medical protocol development (87.6%), quality improvement activities (86.3%), medical crew training (80.4%), administrative negotiations (79.1%), on-line medical control (71.9%), and personnel hiring (59.5%). The three most common sources of continuing education for medical directors were literature review (95.8%), attendance at medical conferences (79.2%), and participation in professional organizations (59.7%). Conclusion: These data describe the characteristics of U.S. air medical directors and identify physician contributions to patient care in the aviation environment.

Implications of U.S. health care reform for the rural elderly

Health care services for elders living in rural areas have been limited by inadequate financing, lack of awareness of existing services, insufficient numbers of providers, and geographic dispersion of rural residents. Not all proposals for health care reform would help reduce these barriers, however. Nurses working in rural areas can facilitate the evolution of the health care system in several ways. A primary mechanism is the development and implementation of nurse-managed centers, networking with existing agencies and services to provide outreach programs to the underserved rural elders. Another mechanism is participation in professional organizations that lobby for rural health concerns. A third strategy is participation in program evaluation and intervention studies with policy-relevant implications. It is an exciting era for nurses involved in rural health and an opportune time to promote effective health care for older adults who live in rural areas.