Professional Framework Research Articles

Utilising mediation for conflict resolution: Insights and future directions

Introduction: in a world increasingly burdened by conflicts, mediation emerges as a vital alternative for resolving disputes. Mediation, involving a neutral mediator aiding parties to reach a mutual agreement, is gaining recognition across various fields such as family, labor, and international disputes. This article explores the application of mediation, the challenges it faces in gaining wider acceptance, and its potential for future expansion.Objectives: to reveal the advantages of mediation over traditional judicial procedures; to identify the obstacles that hinder its widespread implementation; to propose specific measures and recommendations for improving the mediation system; to consider the potential future development of mediation as a crucial element of the modern conflict resolution system and its role in future society.Methods: the study employs analytical methods, comparative analysis, case studies, and a dialectical approach. Data was sourced from academic publications, legislative documents, and specific mediation cases.Results: mediation offers numerous advantages, including faster resolution times, economic benefits, relationship preservation, and confidentiality. Despite these benefits, its adoption is limited by a lack of public awareness, inadequate legal frameworks, and a shortage of trained mediators. Addressing these issues through education, legal reforms, and professional development is crucial.Conclusions: mediation is a crucial tool for conflict resolution, promoting peaceful and constructive solutions. Future developments should focus on expanding its scope, leveraging technology, and strengthening the legislative and professional frameworks. By enhancing public awareness and trust in mediation, it can become a cornerstone of modern conflict resolution practices, contributing to a more harmonious society

Aligning dental curriculum to support an entrustable professional activities framework: Structure, instruction, assessment, and infrastructure.

Aligning dental curriculum to support an entrustable professional activities framework: Structure, instruction, assessment, and infrastructure.

Practice Briefing: A comprehensive negotiation framework for real estate professionals (Part II)

Practice Briefing: A comprehensive negotiation framework for real estate professionals (Part II)

Toward a mapping of compliance risk in banks

PurposeCompliance risk management in the banking sector is crucial because of its multifaceted nature and its potential repercussions on reputation and financial stability. This study aims to present a systematic approach to mapping compliance risks, leveraging the risk self-control assessment (RSCA) method. Integrating quantitative and qualitative assessment techniques and drawing on human expertise and industry best practices.Design/methodology/approachThe authors followed a methodology that involves conducting semistructured interviews with banking compliance professionals and analyzing professional frameworks to gather pertinent information. This comprehensive approach allows to obtain a holistic view of the risks involved and to refine the risk analysis process.FindingsA step-by-step guide to map compliance risk within banks is proposed. The authors offer a rigorous process to enhance compliance risk management practices within the banking sector, providing actionable insights to effectively navigate regulatory complexities and safeguard financial stability.Practical implicationsThe insights from this paper will guide compliance officers and risk managers to better assess and monitor compliance risk within their organizations.Originality/valueTo the best of the authors’ knowledge, this may be the first thorough paper that tackles the topic of mapping compliance risk in banks, from identifying areas of risk to corrective measures after drawing up the risk map, using the RSCA approach.

Universal solution to the membrane selectivity challenge: Separation merit and efficiency

Membrane technology holds immense potential across multiple industries, offering sustainable solutions for challenging separations by reducing energy demand and transitioning from thermal to electrical energy. The inherent diversity of membrane technology results in various transport scenarios and phenomena, rendering robust process evaluation and optimization challenging. Addressing this problem, we formulate the cascading selectivity principle (CSP), a universal concept applicable across all membrane separation types, including gas, liquid, and particle filtration. Introducing a distinction between primary and secondary permselectivity, the CSP provides a theoretical basis for novel efficiency indices. We also present the first highly versatile selectivity merit descriptors for true membrane cross-comparison. We demonstrate the advantages of the novel descriptors through a series of real-life nanofiltration, ion separation, gas separation, membrane reactor, and ultrafiltration examples. Facilitated by an online calculator tool, this work offers a standardized framework for academic and industrial professionals to implement pioneering membrane separation systems efficiently across the multiple disciplines of membrane technology.

Culturally responsive professional peace officer framework: a community college’s response to educating the next generation of police officer candidates

Abstract From Sir Robert Peel’s 1829 argument for a professionally trained police force to President Barack Obama’s 2015 Task Force on 21st Century Policing, the discussion on quality and content of peace officer pre-professional education is ongoing. With an increase in police officer incidents impacting the BIPOC communities across the Twin Cities, the degree to which law enforcement education programs address topics of cultural relations and anti-racism has come into question by community and government agencies. In response to the public’s call for action for law enforcement education reform, Inver Hills Community College developed a pre-professional peace officer education framework which altered their programs to mirror this paradigm shift. The current programs: the Culturally Responsive Professional Peace Officer Associate of Science degree and certificate, integrate a culturally responsive and social justice curricula, experiential teaching and learning, and program mission, vision, and core values aimed to equip the next generation of police officer candidates.

Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study

ABSTRACT This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features information and communication technology (ICT). The authors examined the Norwegian Professional Digital Competence Framework for Teachers, which is aligned with similar frameworks from all over the world and therefore offers insight into international discourse about ICT. They performed a critical discourse study (sociocognitive approach) to uncover inherent knowledge and assumptions about ICT. Findings show an adaptive approach to this technology, which is conveyed as a ‘tool’, ‘arena for participation’, ‘(communication) channel’ and ‘changing force’. Thus, there is a focus on participation in politics ON the internet. Politics OF the internet and ICT, however, is not mentioned, which indicates that the technology is naturalised and thereby kept away from democratic debate. This suggests a risk of democratic deficiency.

Cultivating self-efficacy to empower professionals’ re-up skilling in cybersecurity

Purpose The accelerated digital transformation and the growing emphasis on privacy, safety and security present ongoing challenges for cybersecurity experts. Alongside these challenges, the multidisciplinary, everchanging and complex nature of the cybersecurity domain has further challenged the acquisition and retention of cybersecurity talent. Empowering reskilling and upskilling in cybersecurity necessitates efficacious educational endeavours which promote self-confidence and foster a growth mindset. The purpose of this paper is to highlight that cultivating self-efficacy in cybersecurity education can help promote competency development and effectively address the prominent skills gaps. This notion applies equally to both aspiring individuals pursuing a career in cybersecurity and professionals in the field who may wish to better articulate the skills they already possess, the skills they lack and newly surfacing skills that need to be developed. Design/methodology/approach The study discusses the imminent need for adopting a “skills-first” approach in cybersecurity and explores innovative pedagogies and professional frameworks that can inform and frame such an approach. Subsequently, a critical analysis of the importance of self-efficacy towards motivating and supporting upskilling in cybersecurity is performed. A case study is presented, expanding the authors’ previous work on cybersecurity professional development, to demonstrate the mediating role that self-efficacy can play in developing core cybersecurity competencies. The case study presents the design of a new cybersecurity curriculum in the context of postgraduate, synchronous distance cybersecurity education, and it is utilised as a basis to discuss how the proposed curriculum cultivates self-efficacy attitudes. Findings A skills-first approach is becoming the new norm in contemporary workplaces. This work highlights the importance of actively nurturing self-efficacy attitudes through innovative cybersecurity curricula that can be tailored to the learners’ needs, instigating a drive for learning and, ultimately, helping learners effectively upskilling by portraying a self-directed learning path and a professional growth mindset in cybersecurity. Originality/value The authors present the importance of cultivating self-efficacy in higher and lifelong education to foster reskilling and upskilling in cybersecurity. An innovative cybersecurity curriculum was constructed and delivered with a group of learners demonstrating how self-efficacy can be leveraged through interactive, reflective and self-assessment educational activities that enhanced motivation and self-awareness, curiosity, attention to detail and resilience – key skills for a successful career in cybersecurity.

Implementation of Vocational Education in Education System of India: Challenges and Prospects of NEP 2020

Professional Education depends on occupation and business and it is the need of great importance for each nation to have solid professional training framework. It can be characterized as talented based instruction. Professional Education helps in financial development. The Indian instruction framework perceives the part of instruction and especially Vocational Education. (Kumar, 2018)National Council for Professional Training set up by the Government of India assumes its vital part in execution of Vocational Education in India. Despite the fact that there are parcels numerous territories in which India is confronting issues in Professional Education Implementation. With the roll-out of the National Education Policy (NEP) 2020, vocational education has garnered the required spotlight. The NEP 2020 is a comprehensive policy document that extensively discusses the revamping of vocational education. The policy focuses on bringing vocational education into mainstream education, as recommended by successive commissions on education over the years. Yet, the vocational education space, over the years, has witnessed a painfully slow and stagnant growth. This paper focuses on the different challenges and future prospects of NEP 2020 regarding the implementation of vocational education.

Physicians' Perceptions and Experiences Regarding Leadership: A Link Between Beliefs and Identity Formation.

Despite the development of national recommendations and training programs for effective leadership, junior and senior medical leaders often find themselves ill-prepared to take on these new responsibilities. This study aimed to explore physicians' perceptions, feelings, and beliefs regarding leadership and to provide recommendations regarding appropriate training and institutional post-training support. We conducted a qualitative study at the Geneva University Hospitals. A purposeful sample of residents (R), fellows (F), attending physicians (A), and chairpersons (CP) were invited to participate in focus groups (or semi-structured interviews) between April and June 2021. We investigated their understanding of leadership, self-perception as leaders, difficulties, and paths to improvement in their leadership skills. Focus groups were transcribed verbatim and analyzed both inductively and deductively using Fishbein's model of behavior prediction and Irby's professional identity formation framework. We conducted ten focus groups (R=3; F=4, A=2, and CP=1) and one interview (CP). Physicians expressed poor self-efficacy at all hierarchical levels: feelings of insecurity and confusion (R and F), frustration (A), and feeling stuck between divisional and institutional governance (CP). Such negative feelings were nurtured by personal beliefs with an intuitive and idealized representation of leadership. Beliefs focused more on personal characteristics rather than on skills, processes, or perceived institutional norms. Unclear expectations regarding physicians' role as leaders, overemphasis on academic achievement, and silo professional organizations fueled their feelings. Participants reported developing their leadership through trial and error, observing role models, and turning to personal resources rather than formal training. Our results show that physicians' leadership skills are still mainly acquired intuitively and that institutional norms do not encourage clarification of leadership roles and processes. Physician training in leadership skills, together with more explicit and clear institutional processes, may help to improve physicians' self-efficacy and develop their identity as leaders.

The role of age, grade level, and subject area in determining the inclusion of digital citizenship elements in elementary school curricula: Perspectives of teachers in the Kingdom of Saudi Arabia

This study examined teachers' inclusion of digital citizenship elements in elementary school curricula. Employing a quantitative research design, the study utilized a survey questionnaire as the primary data collection instrument. A quantitative approach was employed in this study because it could efficiently measure the extent and variance of digital citizenship inclusion across diverse teacher demographics, enabling statistically significant comparisons and actionable insights for curriculum development. The sample consisted of 300 elementary school teachers at an educational institution in the Kingdom of Saudi Arabia. The questionnaire assessed the degree to which participants incorporated digital citizenship elements, including respect for self and others, self-education and communication with others, and protecting oneself and others, in curricula. The data were analyzed using descriptive statistics and one-way ANOVA tests. The findings revealed significant differences in teachers’ inclusion of digital citizenship elements based on age, grade level of instruction, and taught subject matter. The study highlights the importance of tailoring digital citizenship education to meet the diverse needs of teachers. These findings contribute to the development of targeted professional development programs and curriculum frameworks that foster responsible and ethical digital participation. The study also holds pedagogical significance by emphasizing the need to account for variations in digital citizenship inclusion across teacher demographics.

ENHANCING PROFESSIONAL SOCIAL WORK EDUCATION: ADOPTING THE CAPABILITY PHILOSOPHY IN ENGLAND'S EDUCATIONAL SYSTEM

This study evaluates the integration of the Professional Capability Framework (PCF) in England's social work education and its potential applicability in the Czech Republic. As England has advanced its social work training through holistic approaches and continuous professional development [1], this paper explores the feasibility of adapting such reforms to enhance the Czech educational system. By conducting a comparative analysis, the research identifies gaps in the Czech framework and suggests tailored adaptations from the English model. This streamlined examination not only furthers the international discourse on social work education but also proposes actionable strategies for cross-cultural educational enhancements.

Real Estate Insights: Establishing transparency – setting AI standards in property valuation

PurposeThis real estate insight scrutinises the emerging role of Artificial Intelligence (AI), particularly Large Language Models (LLMs) like ChatGPT, in property valuation, advocating for establishing standardised reporting guidelines in AI-enabled property valuation.Design/methodology/approachThrough a conceptual exploration, this piece examines the shift towards AI integration in property valuation and the critical role of Explainable Artificial Intelligence (XAI) in this transition. It discusses the CANGARU framework for developing inclusive and universally applicable reporting guidelines and the importance of human oversight in validating AI-enabled valuations.FindingsIntegrating LLMs into property valuation signifies potential efficiency gains and task automation but also introduces risks related to accuracy, bias, and ethical dilemmas. Standardised reporting guidelines are identified as essential for responsibly harnessing AI’s benefits.Practical implicationsThe article underscores the need for the real estate industry to adopt transparent reporting practices, with valuers acting as expert interpreters of AI outputs. Emphasising error reporting in XAI not only aids in understanding AI-generated insights but also builds trust among stakeholders, ensuring AI’s ethical and effective application in property valuation.Originality/valueThis commentary contributes to the discourse on AI’s role in property valuation by focusing on the need for standard reporting guidelines that align with professional standards and legal frameworks. It advocates for a balanced approach to AI integration, where technological advancements complement traditional valuation expertise, ensuring accurate, fair, and transparent property valuations.

Fulfilling the unmet potential: Harnessing ambition, autonomy, and agility in Northern Ireland's education system

AbstractDespite the divisions within Northern Ireland's education system along religious and academic lines, it has managed to maintain relative stability, or at least a functional inertia, over the past four decades. The full potential, however, of this system and in particular, the Northern Ireland Curriculum (NIC), has yet to be realised. This paper presents a comprehensive exploration of the intricate interplay between the NIC and Initial Teacher Education (ITE), bringing to the fore the footprint of Lawrence Stenhouse. It critically examines the salient features of the NIC, particularly its alignment with Stenhouse's pedagogical tenets, and its subsequent ramifications on ITE, for both its content and pedagogical strategies. The ambitions are, however, not without their challenges. The overarching shadow of an exam‐centric system stymies the NIC's full realisation, presenting a dichotomy between curriculum goals and pragmatic educational realities. The absence of a coherent Teacher Professional Learning framework also inhibited curriculum development. The Learning Leaders strategy, although yet to be implemented due to the collapse of the Northern Ireland Assembly and consequently lack of financial support, has the potential to pick up the baton of reform and help teachers and school leaders move closer to implementing the NIC in the way it was intended. The paper concludes by identifying the probable, possible, plausible and preferred ways forward for NI's education system.

High School Students’ Academic Performance Concerning Social Responsibility and Self-Efficacy

Objective: This study aims to examine whether a correlation exists among academic performance, social responsibility, and self-efficacy, as all three elements play a crucial role in an individual's development and maturation. Theoretical Framework: The study was focused on the relationship between social responsibility, self-efficacy, and academic performance. Furthermore, it analyzed differences based on age and gender in the scale of these variables. Method: The research was conducted with a champion of 100 students aged 15 to 19. To measure these variables two reliable assessments have been used. Data collection was carried out through questionnaires. Results and Discussion: The findings of this study reveal a minimal correlation between social responsibility and self-efficacy, shedding light on the prevailing circumstances faced by the students. Additionally, the results indicate an absence of statistically significant gender disparities in these factors while highlighting age-related distinctions in self-efficacy levels. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of psychology and education. [insert field of study]. These implications could encompass education curricula and student awareness of important psychological and social issues. Originality/Value: This article encourages further research, educational curriculum modifications, and professional framework building. Moreover, the study suggests raising awareness for social responsibility and the need to provide knowledge and practice about social issues.

Palliative (farewell) culture in shared housing arrangements : The perspective of everyday nursing practice.

Shared housing arrangements (SHA) are alternatives to long-term care facilities for care-dependent people. The collective perspective of nursing professionals working in SHA in dealing with death and dying is missing in recent studies. This study aimed to investigate the perspective of professionals concerning apalliative (farewell) culture in SHA. In this study two group discussions were conducted with nurses and nursing assistants working in SHA. Data were analyzed using the documentary method, with the aim of working out the professional orientation framework concerning acollective palliative culture. Nurses enable apalliative (farewell) culture. This leads to the fact that hospice services are not used in these SHA. The distance to relatives as well as ashort dying process or incomplete dying support can make asuccessful palliative culture difficult. Depending on the conscious assumption of responsibility for apalliative culture in the nursing concept of SHA, death and dying are discussed at an early stage with the relatives and care-dependent people. The constantly progressing palliative culture in SHA is based on nurses' experiences, general practitioners (GP) and relatives. The family carers' role is ambiguous. If they do what they are supposed to do from the professional nurses' point of view and are closely connected to the nurses, they are viewed positively and as enablers of apalliative culture. If family carers' responsibilities are not communicated and they are not in close contact with professional nurses, they are viewed as opponents of apalliative culture. The GPs are seen as enablers of apalliative culture in both discussions. Atimely discussion on what might happen in the end of life phase, formalized or not, helps all involved groups to be prepared.

"Perinatal loss, a devastating cyclone": A situation-specific nursing theory.

The aim of this paper is to develop a preliminary theory that explores in depth into understanding the experiences of women who have suffered a spontaneous perinatal loss during any trimester of their pregnancy regarding their emotional response to this loss. A grounded theory approach was used, and 25 in-depth interviews were conducted with Spanish women who suffered a spontaneous perinatal loss. Theoretical sampling and constant comparative analysis were used to reach theoretical saturation. EQUATOR guidelines were followed, using the COREQ checklist. The "Perinatal loss, a devastating cyclone," a situation-specific nursing theory, explains the process that a woman experiences when she loses her baby at any stage of pregnancy, drawing an analogy with tropical cyclones as natural disasters that destroy everything in their path. This situation-specific theory includes three dimensions, explaining the phases identified in the perinatal loss process (phase prior to impact [before the perinatal loss], impact phase [diagnostic moment], emergency phase [hospital care], relief or honeymoon phase [return home], disillusionment or stock-taking phase [after the first postloss days at home], reconstruction and recovery phase [grief construction process] and consequences [with an eye to the future]). Three intervention areas were described around the perinatal loss process: "rescue area" (partner, grandparents, and siblings of the deceased baby), "relief area" (healthcare professionals), and "base camp" (society). The situation-specific nursing theory "Perinatal loss, a devastating cyclone" is the final product of a grounded theory study that provided an in-depth analysis of women's experiences when they suffer a spontaneous perinatal loss at any point in their pregnancy. The situation-specific theory "Perinatal loss, a devastating cyclone" with the seven identified phases and the three areas of intervention could be used as a framework for healthcare professionals in their clinical practice as a guide to support women in this disfranchised grief.

Development of a nurse navigation program for cancer pain

ObjectiveCancer pain significantly impacts the overall quality of life of cancer patients, necessitating proactive management. The manifestations of cancer pain vary individually and require tailored interventions to address each patient's unique characteristics. Therefore, this study aims to develop a nurse navigation program for cancer pain (NNP-CP) tailored to the needs of cancer patients requiring pain control, aiming to establish evidence-based clinical nursing practices and promote effective cancer pain management. MethodsThis study is a methodological research into developing a pain management program led by nurses for cancer patients requiring pain control, based on a professional navigation framework. The development of the program relied on three out of the five stages of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. ResultsA literature review was conducted to select the content and rationale to be included in the intervention program. Publications within the last 10 years in English or Korean were identified and screened based on the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) 2020 literature selection flow, 17 articles were included. Standardized information regarding cancer pain control was based on the 7th edition of 'Cancer Pain Management Guidelines'. The initial draft of the pain management intervention program was developed by organizing and structuring the derived content based on the professional navigation framework. Subsequently, the final intervention program was confirmed through the review by six clinical experts specializing in cancer pain. ConclusionsCancer pain is a significant factor that profoundly influences the quality of life and survival duration of cancer patients. While appropriate management methods offer the prospect of control, insufficient intervention is the current reality. Through the pain management intervention program based on the expert navigation framework that promotes continuity of care and empowers the recipients, this study anticipates not only pain reduction in cancer patients but also an enhancement in their quality of life.

Reframing Professional Identity: Professional Development Framework for Learning/Educational Designers

This paper develops the conversation focused on what professional competencies and skills learning design professionals (LDs) have or need to develop to meet contemporary learning design professional demands in organisations and learning institutions. In this paper, we used the lens of lifelong learning theory and skill analytics approach to develop a professional framework for learning design professionals. As people transition into thirdspace professional spaces like educational or learning design, a professional development framework can act as a reflective tool to support workplace learning and identity framing to look backward and forward to achieve personal and professional goals. A framework like this can potentially guide and support learning design teams and individuals to reflect on what skills they possess and identify gaps to plan how to address skill gaps through professional development, workplace learning and networking opportunities

Healthcare Sustainability to Address Climate Change: Call for Action to the Infectious Diseases Community.

The U.S. healthcare system's contribution to greenhouse gas emissions and climate change is disproportionately high and harms the public. Several medical specialties are now reassessing how they can mitigate healthcare's harmful environmental impact. Healthcare sustainability is broadly defined as measures to decrease greenhouse gas emissions, waste, and other pollutants generated during the healthcare delivery process. Prior efforts and programs by infectious diseases (ID) professionals, such as antimicrobial stewardship and infection prevention and control can form a framework for ID professionals to help apply this expertise to healthcare environmental sustainability more broadly. This call to action proposes strategies for ID societies and professionals to incorporate climate change education for trainees, increase research and funding opportunities in healthcare sustainability, and calls for action by ID societies to champion system changes to decrease greenhouse gas emissions.