Professional Framework Research Articles

Using a professional framework to guide research interviews with registered nurses who are former refugees: A discussion paper

BackgroundThere is a scarcity of studies exploring the preparation and training of lead researchers prior to ‘entering the field’. This paper provides a critique of the necessary formal training undertaken by the lead researcher in preparation for engaging refugees in a research project. In this study, the [professional training organisation’s] ‘core concepts’ framework was modified and implemented by the lead researcher during in-depth interviews with people who came to Australia as refugees and became Registered Nurses (RNs). AimTo provide practical insights into the preparation and implementation of a modified ‘core concepts’ framework when interviewing refugee participants. MethodsDiscussion paper. FindingsThe lead researcher describes the preparation and implementation of a modified ‘core concepts’ framework when conducting interviews with five nurse participants with refugee backgrounds. DiscussionThis paper highlights the process of acknowledging the nuances of the refugee experience, identifying and minimising factors that exacerbate undue harm, while maintaining positive experiences among participants who have long since resettled and work in a caring profession. ConclusionThe importance of formal training and preparation for researchers engaging refugees in sensitive research should not be overlooked. Conversely, it is the researchers’ contention that a lack of training and preparation widens the possibility of unethical, yet preventable harm toward participants and researchers. This study highlights an exemplar of applying professional training with participants who potentially have traumatic memories. Further these considerations can extend to RNs working with colleagues, clients and patients who are refugees.

Advancement in the medicolegal requirement for testamentary capacity assessment in older adults: the dilemmas in Hong Kong

Medical and legal professionals are increasingly involved in probate disputes in which the validity of a will due to a lack of testamentary capacity in older adults is frequently challenged. The legal test for testamentary capacity under common-law jurisdiction was established in the famous case of Banks v Goodfellow (1870). The High Court of Hong Kong recently issued new practice guidance for legal professionals on the preparation of a will for older adults. This paper discusses the dilemmas and competing issues among different parties on this medicolegal interface based on recent literature and local examples. We recommend a risk-based pragmatic framework for legal and medical professionals to minimise potential disputes in testamentary capacity assessment.

Entrustable professional activities framework for assessment of patient handoffs in dentistry.

The aim of this study is to report data on the lack of a proper patient handoff system in dentistry and dental education and to present a possible solution to integrate this into curriculum using the "entrustable professional activities" (EPAs) framework. Delphi participants from seven US dental schools provided feedback on a preliminary definition of handoff, a mnemonic and an assessment rubric. 2019 American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) participants further evaluated the handoff EPA using the EQual rubric for EPA quality and structure. Delphi participants identified points of transition in dentistry, selected the D-PASS as a mnemonic, and agreed with the evaluation rubric. The ADEA CCI participants agreed the handoff EPA describes work that is essential for the profession and suitable for entrustment. The D-PASS rubric is an effective way to assess patient handoffs.

Use of Social Media in Health Care-Opportunities, Challenges, and Ethical Considerations: A Position Statement of the American Academy of Neurology.

The American Academy of Neurology (AAN) Code of Professional Conduct (CPC)1 formalizes the standards of professional behavior for AAN members. The CPC provides the ethical principles and professional standards that neurologists and other neuroscience professionals should or must observe in their clinical and scientific activities. While ethical principles do not change with time, developments in technology and social structure may lead to a change in how these principles are applied. One such technological development is social media—a class of communication tools that has rapidly grown in number and popularity in recent years. The AAN developed this position statement to review in-depth how social media use has transformed clinical practice, with a particular focus on neurologic practice, and, by exploring the relevant principles in the CPC,1 to provide an ethical framework for neurology professionals and trainees to consider when engaging in social media. This statement complements the CPC; it is not a replacement for the AAN Web site's Code of Conduct, Privacy Policy, or Terms of Service.

IoT-Blockchain: Harnessing the Power of Internet of Thing and Blockchain for Smart Supply Chain.

This study aims to build smart supply chains for the first time using the internet of things (IoT) and blockchain. Classification and clarification of causal relationships can provide a useful framework for researchers and professionals who seek to implement an intelligent supply chain using IoT tools in a blockchain platform, and it also demonstrates the intensity of communications indicating such relationships. The research methodology is mixed method, comprised of qualitative and quantitative methods. The qualitative method includes the Delphi method used for selecting indigenous components and features proper for the pattern. The quantitative method is the Dematel method used for assessing the relationships between the available concepts in the pattern and accessing the network structure between components. Interpretative Structural Modeling is also employed to classify the network structure obtained from the Dematel technique. The findings of the study identify indicators of IoT and blockchain as causes based on Dematel, application of tools, components interconnectedness, optimal decision making, automatedness, integration, innovation and learning, which are indicators of smart supply chain, are the effects in this study.

Professional Development for Sustaining the ‘Pivot’: The impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs

Throughout 2020, and into 2021, national governments were forced at different times to impose ‘lockdown’ on traditional approaches to education to cope with the impact of COVID-19. Higher education institutions (HEI) with face-to-face models scrambled to ‘pivot’ to distance and online learning. Whilst originally conceived as a temporary measure, the longevity of the virus has raised significant questions about the sustainability of these approaches and revealed a need for teacher professional development (TPD) activity to support teachers in designing learning based on robust distance and online education frameworks. One example of such teacher professional development is the Learning Design and Course Creation (LDCC) Workshop from The Open University UK. Prior to the pandemic, in September 2018, this workshop was attended by staff from six Belarusian HEIs involved in a project titled Enhancement of Lifelong Learning in Belarus (BELL). The 18-month longitudinal study presented here used the Academic Professional Development Effectiveness Framework as a structure to evaluate the impact of this activity on the participants’ practice, and the five courses they were tasked with creating. The findings suggest that on the whole the team-based, reflective and experiential TPD pedagogy employed by the LDCC Workshop was effective in preparing the BELL Project participants for designing and creating their online and blended learning courses and this approach should be utilised effectively to support other HEIs that plan to enhance their distance capacity, either due to COVID-19, or for other reasons.

Professionalism in built environment research: beyond integrity and good practice

PurposeProfessionalism indicates a devotion to and demonstration of exceptional performance and achievement in any activity. The built environment comprises the physical items required for economic activity, long-term national development and social well-being. Studies show a need to improve many aspects of the built environment and the sector which creates it. Researchers should contribute to this improvement effort. It is suggested that researchers should demonstrate professionalism, but there is no agreement on how professionalism in research is determined. It is necessary to consider what constitutes professionalism in built environment research and how it can be developed.Design/methodology/approachAn exploratory study is presented. It considers major works on the nature of the built environment and its sector, and factors influencing research on them; and draws on works on research ethics, integrity and good practice to propose a framework for professionalism in built environment research.FindingsMore work is needed to improve the built environment and its sector. Professionalism in built environment research will make the contribution of such research to this effort effective. This professionalism should be conceptualised, developed and continuously enhanced.Research limitations/implicationsThis first attempt to formulate a framework for professionalism in built environment research is based on a review of the major relevant literature. Subsequent works can test this framework empirically.Social implicationsThe professional built environment researcher will be committed to contributing to society.Originality/valueThis is the first work on professionalism in research on the built environment. The framework provides the basis for further studies on the subject.

Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective

ABSTRACT New Zealand schools are increasingly digitally infused with computer applications and tools underpinning education and influencing teachers’ work. Teachers entering the profession need to develop professional digital competence and while existing frameworks can guide initial teacher education (ITE), they might not be appropriate because student teachers have different needs to experienced teachers. This article evaluates three frameworks (DigCompEdu; International Society for Technology in Education standards; and the Norwegian professional digital competence framework for teachers) against the context of preparing teachers to teach in digitally infused schools. Findings conclude that the frameworks align with stages of digital integration and although developed for experienced teachers, could be applied to ITE. However, where ITE is underpinned by professionalisation of teaching, a framework that prepares teachers for digitally infused schools should include three dimensions: being a member of the profession; how to teach; and what to teach.

Digital competence of a teacher involved in the implementation of a cross-border lesson for classrooms in Brazil and Chile

PurposeThe purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed with the lesson study methodology and involved two countries: Brazil and Chile.Design/methodology/approachA qualitative methodology was adopted via the case study method through which the case of a sixth-grade Chilean teacher participating in the study was documented. The data were collected through a lesson plan, a videotape of the implemented lesson and a questionnaire. A professional digital competence framework for teachers provided an analytical perspective via data analysis.FindingsThe results show that the teacher displayed digital competence in a synchronous collaborative learning environment in which she had time to reflect on the educational value of technology and appropriate teaching methods involving information and communication technologies. Certain elements of the studied case contributed to this performance, namely the cross-border context, the classroom setting and the collaborative Lesson Study methodology.Practical implicationsThe lesson study methodology facilitated the teacher's performance in the “Pedagogy and didactics” digital competence by enabling her to participate in planning and implementing a lesson that allowed all those who collaborated, including teachers and researchers, to reflect on teaching in a digital learning environment.Social implicationsThe cross-border context, which involved co-designing and implementing a lesson in two countries, allowed the teacher to display her “School in society” and “Ethics” competencies. This was achieved through connecting two classrooms with different languages and cultures digitally and synchronously, thereby providing students the opportunity to debate and participate in a global and local problem such as a country's responsibility for energy consumption.Originality/valueModern society requires the transformation of school practices, and new teaching approaches should include the provision of collaborative spaces that incorporate digital technologies. In this sense, this paper shows that cross-border lessons involving a synchronous learning environment offer a potential alternative, as digital teaching competence enables teachers to bring together different social and cultural groups virtually, thereby contributing to the reduction of social gaps and to the promotion of positive identity among less advantaged students.

An Actionable Framework for Midwives and Healthcare Professionals to Help Reduce Sedentary Behaviour in Women in their Perinatal Period

Being physically active during the perinatal period has many benefits for both the birthing parent and baby. Current Department of Health guidelines of 150 minutes a week can be abstract and broad for a lot of women. There are no clear pathways within the antenatal and postnatal care system to improve provision and support for women who may find enough exercise challenging to achieve. This article argues the need for a dedicated perinatal exercise science specialist within the care team for all women. The author also presents a simple framework modified from the World Health Organization (WHO) smoking cessation model to incorporate during routine appointments.

Promoting an Equity Mindset through the Inclusive Professional Framework for Faculty

Promoting an Equity Mindset through the Inclusive Professional Framework for Faculty

Competency assessors’ cognitive map of practice when assessing practice based encounters

Introduction: There is growing evidence that inconsistencies exist in how competencies are conceptualised and assessed. Aim: This study aimed to determine the reliability of pharmacist assessors when observing practice-based encounters and to compare and contrast assessors’ cognitive map of practice with the guiding competency framework. Methods: This was a qualitative study with verbal protocol analysis. A total of 25 assessors were recruited to score and verbalise their assessments for three videos depicting practice-based encounters. Verbalisations were coded according to the professional competency framework. Results: Protocols from 24 participants were included. Interrater reliability of scoring was excellent. Greater than 75% of assessment verbalisations were focused on 3 of the 27 competencies: communicate effectively, consults with the patient, and provide patient counselling. Conclusion: Findings support the notion that assessment completed within practice could be largely informed by a single component of the interaction or more specifically, what ‘catches the eye’ of the assessor.

Competency assessors’ cognitive map of practice when assessing practice based encounters

Introduction: There is growing evidence that inconsistencies exist in how competencies are conceptualised and assessed. Aim: This study aimed to determine the reliability of pharmacist assessors when observing practice-based encounters and to compare and contrast assessors’ cognitive map of practice with the guiding competency framework. Methods: This was a qualitative study with verbal protocol analysis. A total of 25 assessors were recruited to score and verbalise their assessments for three videos depicting practice-based encounters. Verbalisations were coded according to the professional competency framework. Results: Protocols from 24 participants were included. Interrater reliability of scoring was excellent. Greater than 75% of assessment verbalisations were focused on 3 of the 27 competencies: communicate effectively, consults with the patient, and provide patient counselling. Conclusion: Findings support the notion that assessment completed within practice could be largely informed by a single component of the interaction or more specifically, what ‘catches the eye’ of the assessor.

Analysis of Phthalates and Alternative Plasticizers in Gloves by Gas Chromatography-Mass Spectrometry and Liquid Chromatography-UV Detection: A Comparative Study.

Gloves represent an essential feature for hand protection because it is a requirement in the professional framework to comply with both hand hygiene standards and the principles of good laboratory practice. Despite their wide use, there is a knowledge gap regarding their composition, including phthalates. The purpose of the present study was to develop two orthogonal methods, GC–MS and HPLC–DAD, for the screening of plasticizers in gloves. Performances of these two methods were compared in terms of ease of use, number of analyzed plasticizers, and sample preparation. The two methods were validated and applied for the identification and quantification of plasticizers in ten gloves made with different materials (vinyl, nitrile, latex, and neoprene). Results revealed the presence of three main ones: DEHP, DEHT, and DINP. Additionally, the contents of plasticizers were extremely variable, depending on the glove material. As expected, the results point out a predominant use of plasticizers in vinyl gloves with an amount that should be of concern. While DEHP is classified as a toxic substance for reproduction 1B, it was, however, quantified in the ten different glove samples studied. This study provides new data regarding the plasticizers’ content in protective gloves, which could be useful for risk assessment.

Inclusion in the Classroom, Lab, and Beyond: Transferable Skills via an Inclusive Professional Framework for Faculty

In ShortFaculty are key to promoting academic success for undergraduate students from groups traditionally underrepresented in science, technology, engineering, and mathematics.The Inclusive Profes...

Reconceptualising Behavioral and Psychological Symptoms of Dementia: Views of People Living With Dementia and Families/Care Partners.

Background: Behavioral and psychological symptoms of dementia (BPSD, also known as neuropsychiatric symptoms (NPS), changed behaviors and responsive behaviors), occur in up to 90 percent of people living with dementia (PLWD). These symptoms and behaviors strongly correlate with functional and cognitive impairment and contribute to ~30% of overall dementia costs. As decisions regarding care and strategies for BPSD are generally based on professional frames of reference, this study investigates whether the perspectives of PLWD and families/care partner on BPSD terminology can inform a more nuanced conceptualization of BPSD.Methods: PLWD and families/care partners participated in one-on-one semi-structured interviews. A thematic iterative approach was used to code the data and identify common themes until theoretical saturation was reached. Themes were compared between groups. Data were analyzed deductively in relation to pre-existing terminology regarding BPSD, and inductively to discover new ideas on use of such terminology as perceived by PLWD and others.Results: Forty-one volunteers were interviewed: 21 PLWD, mean age 71 yrs, mean Mini-Mental State Examination score 25, and 20 family members/care partners. Three main themes emerged from the data: (1) descriptions of BPSD from people with lived experience compared to clinical terms, (2) viewpoints on interpreting causes, and (3) experiences of concurrent BPSD. The experiences described and terms used by PLWD and families/care partners differed from terms used in existing professional frameworks (e.g., “disinhibition” described as ‘loss of filter') and there were differences between PLWD and family members' interpretations of BPSD causes.Discussion/Conclusion: Reports from PLWD and families/carers describing their experiences of BPSD suggest a reconceptualization of BPSD terminology is needed to understand and de-stigmatize these symptoms and behaviors. For example, the term “agitated/hard to handle” would benefit by clearer, contextualized description, such as “frustrated with cognitive decline, discriminatory behavior and inadequate support systems.” In better understanding individual expressions of BPSD, families, professionals and societies will be able to respond in ways that are helpful for PLWD. An informed, integrated understanding of BPSD and improved terminology use will have the potential to improve the quality of care and support for PLWD.

CEO’s Message

The death of professional societies and not-for-profit associations has been greatly exaggerated, to paraphrase Mark Twain. Professional societies, like your Association for Vascular Access (AVA), have proven to be the invaluable resource to their members during this time of COVID-19 crisis. Clinicians, healthcare administrators, stakeholders, and others have turned to their trusted professional homes to seek reliable, accurate, pertinent, and distilled information. Like our members, AVA has used this horrific pandemic to learn lessons and come back stronger and nimbler. Here are some of the projects the Board of Directors, committees, special interest groups, and staff have been working on.After more than a year in development, the Vascular Access Education partnership, featuring the Fundamentals of Peripheral Intravenous Vascular Access™ curriculum, has moved into the pilot stage and prepares for a full launch in Fall 2021. The Vascular Access Education Program is open to all current, prelicensure nursing, medical, and allied healthcare students and the faculty that teach them. The package includes a 1-year complimentary student or faculty AVA membership as well as access to 3 semesters of peripheral intravascular curriculum.The 3-course comprehensive curriculum was developed by vascular access subject matter experts in the United States and internationally without influence from B. Braun, which partnered with AVA on this important project. The curriculum will provide vascular access knowledge acquisition through online courses designed to increase the ability of healthcare professionals to insert, care for, and maintain peripheral venous catheters. The curriculum is offered free of charge to prelicensure associate or baccalaureate academic programs in nursing, medicine, advanced practice, respiratory therapy, and other allied health professions. The curriculum was designed to fill a gap in knowledge on the placement, care, and maintenance of peripheral venous catheters.The curriculum includes 3 courses: AVA101, Fundamentals of Peripheral Vascular AccessAVA201, PIV Insertion and Intermediate ConceptsAVA301, Advanced Topics in Peripheral Vascular AccessThe curriculum includes 3 pretests and posttests, student and instructor access to AVA’s learning management platform, periodic reports on student performance to instructor, and student certificate of completion. After passing all 3 courses, students will receive the AVA Certificate of Completion of Fundamentals of Peripheral Intravenous Vascular Access™ Certificate. AVA believes this certificate of added qualification will be in demand by employers. For more information, please contact avaed@avainfo.org.The AVA staff is excited to be working with a tremendous group of subject matter experts from around the world for the development of AVA’s first evidence-based Clinical Practice Guidelines. This initiative is a result of growing interest over the past decade for a standardized framework for healthcare professionals inserting and caring for vascular access devices.The Clinical Practice Guidelines initiative is expected to be a multi-year project with most of the work occurring in the first year. Six teams will meet regularly to discuss and draft the guidelines, align statements with current evidence and research, and decide where a consensus agreement needs to be applied. The project will include all aspects of vascular access devices intended for infusion or phlebotomy, excluding devices intended for monitoring of biomedical therapies, starting with the assessment of the patient and ending with the removal of the device.Last July and March, AVA held special meetings for network leaders to celebrate moving into 2021 and, hopefully, the soon-to-be post-COVID-19 era. The network representatives and AVA staff discussed how to strengthen their partnerships to attract and provide added value to members and nonmembers. AVA national is increasing focus on including more multidisciplinary members. Other discussions included how to work together to deliver continuing education hours for virtual events. “AVA on the Road,” a new program for industry partners, is offered to networks. This traveling webinar allows industry partners to rebroadcast a previously presented webinar at a network meeting. Please contact avainfo@avainfo.org for more information.Dr Amy Bardin, EdD, MSc, RRT, VA-BC™, became president of the AVA Foundation in May. The board expressed its sincere gratitude for the service and dedication of: Marcia Ryder, PhD, MS, RN, FNAP, outgoing president; and board directors Gregory Schears, MD, Reid Nishikawa, PharmD, Marshall Kerr, and Matthew Ostroff. “The Foundation is an important organization that advocates for improving patient safety through promotion of vascular access education and scholarship awards that focus on both research and education. I appreciate the opportunity and look forward to working with the dedicated individuals who serve on the Board of Directors,” Bardin said. “The Board and I are committed to the growth and development of the Foundation.”

Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

From the community handywomen to frontline heroes: Charting a century of Irish nursing and midwifery regulation

Abstract This paper argues that professional regulatory frameworks are shaped by sociocultural factors and prevailing ideologies that stem from society’s interactions with and expectations of the regulated professions. Taking a century of Irish nursing and midwifery regulation as a case reflection, the paper highlights five regulatory pivot points to provide a historical narrative of how adopting a sociocultural perspective can enlighten our understanding of the current regulatory form. A form that in early twenty-first-century Ireland resulted in the establishment of a professionally contentious, non-professional (lay) majority on the regulatory board for these frontline professions. The paper concludes by suggesting that when viewed through a sociocultural lens, regulatory change is to be expected. As prevailing ideologies change, power, influence and cultures alter to support and reinforce the new ideology. Professional regulation thereby becomes reflective of society’s views on professionalism and professional identity, drawing on society’s historical experiences of the professions.

Approach to the diagnosis and management of patients with cardiac amyloidosis. A consensus document by the Tuscan section of the Italian Association of Hospital Cardiologists (ANMCO) and the Tusco-Umbrian section of the Italian Society of Cardiology (SIC)

The diagnosis of cardiac amyloidosis (CA) is challenging because of its phenotypic heterogeneity, multi-organ involvement often requiring the interaction among experts in different specialties and subspecialties, the lack of a single non-invasive diagnostic tool, and limited awareness in the medical community. Recent studies have challenged the dogma of CA as a rare, incurable disease, and have redefined the epidemiology and therapeutic options for this condition. Missing or delaying the diagnosis may have a profound impact on patient outcome, as potentially life-saving treatments may be omitted or delayed, particularly chemotherapy in the case of amyloid light-chain amyloidosis. For a timely identification, clinical cardiologists should be able to recognize the "red flags" prompting a dedicated diagnostic work-up. Cardiologists could also face the challenge of making decisions about drug and device therapies for patients with known CA. The present consensus document aims to provide a practical guide and an organizational framework for professionals belonging to the Tuscan network of hospital cardiologists.