Framework For Professional Practice Research Articles

Audit committee chair overlap, chair expertise, and internal auditing practices: Evidence from Malaysia

In this study, we extend the scarce literature on audit committee (AC) leadership by examining the internal auditing outcomes of AC chair overlap as measured by multiple committees of the same board the AC chair serves on and the financial expertise of the AC chair. Theoretical tension exists (busyness or overcommitment versus knowledge spillover theory) about whether overlapping membership of the AC chair can enhance or weaken monitoring effectiveness. We leverage the 2014 annual report disclosures of the internal audit practices for a sample of Top 100 nonfinancial firms in Malaysia. Our results indicate that overlapping membership of the AC chair is associated with poor internal audit practices, especially the absence of disclosure on compliance with the International Professional Practices Framework and the absence of an internal audit charter. In addition, we find that AC chair financial expertise is more likely to be associated with the adoption of risk-based internal auditing practices.

Key Elements of Professional Nursing Practice: A Scoping Review

BACKGROUND: Professional nursing practice can be used as a standard reference for implementing nursing care to help nurses provide quality care in accordance with their authorities.
 AIM: The review is purposed to synthesis the pieces of literature telling the development and / or application and / or assessment of a professional nursing practice to determine the crucial elements.
 METHODS: This study was guided by the following framework for a scoping review, using electronic databases including ScienceDirect, EBSCO, ProQuest, Pubmed, and Google Scholar within keywords of professional nursing practice, model, nurse and conceptual framework.
 RESULTS: Of a total of 2870 paper found, 28 papers were selected. This study seven key elements: health system competency, professional value, reward and performance evaluation, leadership, nursing care, professional development, and basic care competency. CONCLUSION: A professional nursing practice would provide the minimum standard of quality nursing practice.

An analysis of advanced and specialist posts in diagnostic radiography: Do job descriptions describe advanced practice?

IntroductionUnderpinned by a multi professional advanced clinical practice (ACP) framework, role consistency in practice level and education has been advocated across allied health professions. However little research has evaluated ACP expectations in radiography. This study identified the capability requirements of advanced and specialist diagnostic radiographers and mapped these to home country advanced practice frameworks and the Society and College of Radiographers (SCoR) Education and Career Framework. MethodsA consecutive sample of UK job advertisements was collected over six months and analysed for role focus, professional and clinical responsibilities, reporting or procedural expectations and knowledge and experience. Qualitative content analysis was used to scrutinise capabilities during role mapping. ResultsA total of 42 job descriptions were analysed across UK Trusts and Health Boards, with 31 roles (73.8%) containing the terms advanced or specialist. Half of the advertised roles expected proficiency in reporting (n = 21; 50%). Responsibilities mapped to the practice outcomes of the SCoR framework in 31 roles (n = 31/42; 73.8%). The English documents (n = 40/42; 95.2%) evaluated against the multi professional framework identified significantly (χ2 = 14.6; p < 0.01) fewer capabilities (n = 13/40; 32.5%). Clinical practice was reflected broadly in textual behavioural descriptors however, leadership, education and research responsibilities were internal and operational in nature. ConclusionThis analysis of diagnostic radiographer job descriptions has demonstrated that many posts advertised as ‘advanced’ differ from advanced practice roles defined by the multi professional ACP framework, although they meet professional body standards. Implications for practiceUtilisation of diagnostic radiographers as ‘true’ advanced clinical practitioners remains intermittent. Greater consistency in job descriptions is required to strengthen radiography advanced practice and support radiographer development.

Bibliographic Exploration of the Influence of Nursing Regulation on Continuing Professional Development

Introduction Many nurse regulators have as part of their initial registration/licensure or renewal process a requirement for continuing professional development (CPD). Evidence of CPD can demonstrate that nurses have kept current and informed about changes to professional practice, have remained connected to their profession, and/or are suitably prepared to return to practice. Aim To conduct a bibliographic analysis of indexed literature relating to the role and influence of the regulator on CPD in nursing. Methods A literature review systematically identified relevant articles (2009-2019) about CPD and regulation identified through literature databases, including CINAHL, Embase, and PubMed. Thirty identified titles, and abstracts were uploaded into VOSviewer to conduct the bibliometric data analysis. Results Four cluster titles were identified with regulation mentioned: (a) continuing competence framework and clinical practice; (b) regulation, CPD, and public health; (c) professional development programming for patient care; and (d) nursing education. Over the past 10 years, there has been very little research published relating specifically to the influence of regulation on nursing CPD. Conclusions Regulators have not provided a strong voice in the literature regarding why CPD is included in the professional practice framework. However, there is evidence that the role of the regulator and regulation are used to influence nurses to take specific CPD to make an impact on patient/population health outcomes. Many nurse regulators have as part of their initial registration/licensure or renewal process a requirement for continuing professional development (CPD). Evidence of CPD can demonstrate that nurses have kept current and informed about changes to professional practice, have remained connected to their profession, and/or are suitably prepared to return to practice. To conduct a bibliographic analysis of indexed literature relating to the role and influence of the regulator on CPD in nursing. A literature review systematically identified relevant articles (2009-2019) about CPD and regulation identified through literature databases, including CINAHL, Embase, and PubMed. Thirty identified titles, and abstracts were uploaded into VOSviewer to conduct the bibliometric data analysis. Four cluster titles were identified with regulation mentioned: (a) continuing competence framework and clinical practice; (b) regulation, CPD, and public health; (c) professional development programming for patient care; and (d) nursing education. Over the past 10 years, there has been very little research published relating specifically to the influence of regulation on nursing CPD. Regulators have not provided a strong voice in the literature regarding why CPD is included in the professional practice framework. However, there is evidence that the role of the regulator and regulation are used to influence nurses to take specific CPD to make an impact on patient/population health outcomes.

A capital framework for professional learning and practice

Efforts to improve teaching and learning in general are leading to wide variability in outcomes in different countries and areas, with similar investments and reforms focusing on the instrumental side of professional learning. A rapidly growing research literature has suggested the important role of social connectivity in the success of individual and organizational change and development. This paper draws on theories of human capital, social capital, social network, emotional capital, and research literature in this space to illuminate some of the complex components as related to professional learning.

A framework of nurses’ responsibilities for quality healthcare — Exploration of content validity

BackgroundQuality of healthcare may be compromised if nurses do not understand the full scope of their responsibilities. AimTo establish the content validity of a professional practice framework of nurses’ responsibilities for healthcare quality. MethodsIn Phase 1, a narrative synthesis of the practice standards of five peak nursing bodies informed development of a practice framework. A search for validated instruments to measure the framework domains identified elements of practice within each domain. In Phase 2, 10 focus groups with 74 registered nurses were analysed to explore content validity of the framework. Literature review assessed the framework for currency in Phase 3. FindingsThe resulting framework comprises seven domains representing nurses’ responsibilities for healthcare quality: (a) Management of the Environment; (b) Promotion of Safety; (c) Evidence Based Practice; (d) Medical and Technical Competence; (e) Person Centred Care; (f) Positive Interpersonal Behaviours; and (g) Clinical Leadership and Governance. Nurses’ descriptions of their responsibilities for healthcare quality validated the domains and provided examples of how they are operationalised in practice. No new domains or elements of practice were identified in the focus groups or literature. Discussion and conclusionThe seven-domain framework to describe nurses’ responsibilities for healthcare quality has content validity and provides the foundation for an instrument to determine nurses’ beliefs about their responsibilities for healthcare quality. Future research is required to investigate coherence between nurses’ beliefs and professional and organisational expectations of nurses’ responsibilities for safeguarding healthcare quality, and to measure change in perceptions of responsibilities as a result of interventions.

Re-engaging Concepts of Professionalism to Inform Regulatory Practices in Nursing

Introduction It is important to define and promote professionalism because nurses’ conduct is at the heart of maintaining safe patient care and public trust in the profession. Professionalism and being professional are terms used frequently and interchangeably in the nursing literature and policy documents to describe qualities and conduct expected of nurses. However, there is not a shared understanding of the attributes of nursing professionalism. Objectives This article explores three primary questions: (a) How is professionalism defined? (b) What are the attributes of professionalism as described in the literature? (c) What attributes of professionalism related to nursing are captured within the regulatory (licensure) framework of Australia? Methods A scoping review structured this study with articles about professionalism (a key search term) identified through PubMed, CINAHL, and Embase searches. Included articles were published in English between 1960 to 2019. Excluded articles provided no definition or discussion on the attributes of professionalism. Articles were coded using descriptive qualitative data analysis techniques. Attributes were then mapped against the Australian nursing and midwifery Professional Practice Framework, which included codes of conduct and standards of practice. Results Three overarching themes emerged from the data synthesis, each with a number of constituent attributes: (a) inner processes, (b) outer processes, and (c) contextual processes. The themed constituent attributes of professionalism could be found within nursing regulators’ Professional Practice Framework documents. A 21st-century conceptual model of professionalism and its links to the regulatory context is proposed based on the data synthesis findings. Conclusion The proposed contemporary model of professionalism provides a broader contextual perspective of the attributes of professionalism compared to past models. It offers a potential model for other countries to draw from as they strengthen professional regulatory infrastructure in nursing and midwifery. It is important to define and promote professionalism because nurses’ conduct is at the heart of maintaining safe patient care and public trust in the profession. Professionalism and being professional are terms used frequently and interchangeably in the nursing literature and policy documents to describe qualities and conduct expected of nurses. However, there is not a shared understanding of the attributes of nursing professionalism. This article explores three primary questions: (a) How is professionalism defined? (b) What are the attributes of professionalism as described in the literature? (c) What attributes of professionalism related to nursing are captured within the regulatory (licensure) framework of Australia? A scoping review structured this study with articles about professionalism (a key search term) identified through PubMed, CINAHL, and Embase searches. Included articles were published in English between 1960 to 2019. Excluded articles provided no definition or discussion on the attributes of professionalism. Articles were coded using descriptive qualitative data analysis techniques. Attributes were then mapped against the Australian nursing and midwifery Professional Practice Framework, which included codes of conduct and standards of practice. Three overarching themes emerged from the data synthesis, each with a number of constituent attributes: (a) inner processes, (b) outer processes, and (c) contextual processes. The themed constituent attributes of professionalism could be found within nursing regulators’ Professional Practice Framework documents. A 21st-century conceptual model of professionalism and its links to the regulatory context is proposed based on the data synthesis findings. The proposed contemporary model of professionalism provides a broader contextual perspective of the attributes of professionalism compared to past models. It offers a potential model for other countries to draw from as they strengthen professional regulatory infrastructure in nursing and midwifery.

An analysis of implementation nursery competence standard in the serve unit of Achmad Mochtar Hospital Bukittinggi 2018

&lt;p&gt;Competence is the foundation for most professional practice frameworks, even though concepts are difficult to be understood. Competency models vary and are internal, individual and approach attributes about what is known and what can be done by individuals, to social approaches to external activities that focus on activities or functions that need to be carried out competently.&lt;/p&gt;&lt;pre&gt; The purpose of the research is to find out the analysis, describe and interpret the nurse's competence with the implementation of the nurse's authority in the implementation of nursing actions in Achmad Mochtar government Hospital Bukittinggi of service unit in 2018. This type of research is qualitative by approaching with a phenomenological study. The sampling technique uses purposive sampling with 11 participants. Interview conducted once time. Data analysis on the phenomenological approach according to Creswell (2013) uses a systematic coding process.&lt;/pre&gt;&lt;pre&gt; The research results found that participants have already a certificate of nursing competence obtained through competency exams, training and workshops. The competency certificates such as BTCLS and STR. The average participant does not have a competency certificate outside nursing&lt;/pre&gt;&lt;pre&gt; Based on the results of the research, it can be concluded that nursing services provided by nurses have been professionally provided to patients who need nursing care. This is evidenced by the implementation of nursing care that is in accordance with the process of nursing care. This research is expected to be a consideration for the hospital so that the operational standard procedure for delegation of doctors' authority to the nurses of Achmad Mochtar Government Hospital Bukittinggi needs to be more detailed and firm and the implementation of the doctor's authority to nurses in writing form. &lt;/pre&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;pre&gt;Keywords: serve units, nurses, competency standards&lt;/pre&gt;

Development of a global framework for OHS professional practice

There have long been discussions on the professionality of occupational health and safety (OHS) and concerns about standards of practice, with the recognition of OHS as a profession further inhibited by lack of clarity on role and variations in terminology and principles underpinning practice. In 2013, the International Network of Safety and Health Practitioner Organisations (INSHPO) recognized the need for a global approach to reconceptualise OHS professionals as influential leaders who can work to integrate OHS within business processes. The Occupational Health and Safety Professional Capability Framework: A Global Framework for Practice was subsequently developed by this international body representing OHS professional associations across 10 countries with the outcome endorsed by 53 organisations at a ceremonial signing of the Singapore Accord. This paper reviews the development of the framework and the emergence of two clear roles; the OHS Professional and OHS Practitioner. It explores the process for clarifying the roles and required knowledge and skills together with the challenges experienced along the way. The paper recognises that the framework should not be a static document and so concludes by considering the work still to be done.

Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers

This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.&#x0D; Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)&#x0D; References&#x0D; Amrein-Beardsley, A., Polasky, S., &amp; Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability.&#x0D; Borg, W. R., &amp; Gall, M. D. (1989). Educational research. New York: Longman.&#x0D; Briggs, D. C., &amp; Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability.&#x0D; Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational measurement issues and practice journal, 192.&#x0D; Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2).&#x0D; Eseryel, D. (2002). Approaches to evaluation of training: Theory &amp; Practice. Educational Technology &amp; Society, 5(2).&#x0D; Hallinger, P., Heck, R., &amp; Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability.&#x0D; Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya.&#x0D; Herpich, S., &amp; Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education.&#x0D; Meng, L., &amp; Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.&#x0D; Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270&#x0D; Roegman, R., Goodwin, A. L., &amp; Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability.&#x0D; Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., &amp; Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3).&#x0D; Skedsmo, G., &amp; Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher evaluation—accountability and improving teaching practices.&#x0D; Skedsmo, G., &amp; Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9&#x0D; Steinert, Y., Cruess, S., Cruess, R., &amp; Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education.&#x0D; Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network.&#x0D; Uerz, D., Vorman, M., &amp; Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education.&#x0D; Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4).&#x0D; Wahyuni, A., &amp; Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2).&#x0D;

Exercício profissional dos enfermeiros sustentado nos referenciais teóricos da disciplina: realidade ou utopia

Background: Supporting nursing practice on the discipline’s conceptions is currently one of the biggest challenges, which is why it is important to understand nurses’ views. Objective: Analyzing hospital nurses’ perception of the relevance of the theoretical framework for sustaining their professional practice. Methodology: A qualitative, exploratory and descriptive study carried out in 19 hospitals, involving 56 nurses. The tool used for collecting data was a semi-structured interview. Results: Data analysis resulted in the following categories: Relevance of the theoretical framework for professional practice in nursing; Theoretical framework guiding professional practice in nursing; Constraints to the integration of the theoretical nursing framework and Strategies for the integration of theoretical nursing framework. Conclusion: Nurses’ intention to adopt a practice based on the theoretical framework of the discipline has been negatively influenced by their practice environment and by the difficulty in understanding and integrating the theoretical framework, thus resulting in the need to adopt strategies

Using professional practice frameworks to evaluate consultation

ABSTRACTWithin the United Kingdom (UK), recent socio-legislative changes have led to increased trading of educational psychology services (EPSs) and greater focus on accountability. However, the impact of educational psychologists’ (EPs’) practice can be difficult to ascertain, particularly within consultation where resultant actions are often implemented by other professionals. This action research, conducted within two EPSs, sought first to find possible frameworks for evaluating consultation, via literature review. Thereafter, qualitative and quantitative data were collected and analysed with EPs, leading to the identification of two preferred frameworks: Appreciative Inquiry (AI) and the Constructionist Model of Informed Reasoned Action (COMOIRA), which were piloted and reviewed. In the final research phase, focus groups considered their usefulness as evaluation tools. Despite some promising findings, variation amongst EPs’ views about their applicability, perhaps influenced by previous familiarity with the frameworks, suggested the need for further research in this area.

A Community-Building Framework for Collaborative Research Coordination across the Education and Biology Research Disciplines.

Since 2009, the U.S. National Science Foundation Directorate for Biological Sciences has funded Research Coordination Networks (RCN) aimed at collaborative efforts to improve participation, learning, and assessment in undergraduate biology education (UBE). RCN-UBE projects focus on coordination and communication among scientists and educators who are fostering improved and innovative approaches to biology education. When faculty members collaborate with the overarching goal of advancing undergraduate biology education, there is a need to optimize collaboration between participants in order to deeply integrate the knowledge across disciplinary boundaries. In this essay we propose a novel guiding framework for bringing colleagues together to advance knowledge and its integration across disciplines, the “Five ‘C’s’ of Collaboration: Commitment, Collegiality, Communication, Consensus, and Continuity.” This guiding framework for professional network practice is informed by both relevant literature and empirical evidence from community-building experience within the RCN-UBE Advancing Competencies in Experimentation–Biology (ACE-Bio) Network. The framework is presented with practical examples to illustrate how it might be used to enhance collaboration between new and existing participants in the ACE-Bio Network as well as within other interdisciplinary networks.

Metáforas de la intervención socioeducativa: implicaciones pedagógicas para la práctica

The concept of socio-educational intervention has been much discussed in the field of education. Nonetheless, and despite its versatility and variety of meanings, it is one of the most commonly used concepts in the fields of school and social education. The aim of this text is twofold: on the one hand it will analyse this term and argue for its usefulness and applicability in our field; on the other hand it will derive from this analysis a whole series of pedagogical principles that can help with the training of teachers and educators and the development of their professional practice. Given the complexity of socio-educational intervention processes, the methodology employed to derive these pedagogical principles will be metaphors. The aim is to collect or create metaphors that enable analysis and reinterpretation of the socio-educational intervention processes that take place within the framework of professional practice. Six metaphors are presented and analysed in the text: 1) the horse and the fountain; 2) socio-educational synapses; 3) the crocodile and the pond; 4) the tightrope walker; 5) the bullet and the moving target; and, finally, 6) signalling beacons. These all allow a novel look at the socio-educational intervention processes used by education professionals. Some of the pedagogical principles developed refer to the sovereignty of the learner in relation to learning, the need to establish links with participants and work together, and the need to establish guidelines to steer the actions of those who work in education and pedagogy, among other principles.

Professional and educational standards in jurisprudence

The issue of standards of legal activity is relevant for Russia, however, there is no general understanding of what should be standardized and how. In this case, the central element of the condition for admission to legal activities (as a general rule) is the presence of a vocational (legal) education. The authors in the system vein consider the issues of conjugation (correlation) of educational standards and professional standards in jurisprudence as components of the national system for the development of professional qualifications in Russia. The article presents the arguments in favor of the non-direct (non-linear) nature of the relationship between professional and educational standards for: the purpose of their creation; characteristic of constituent elements; the obligation of their implementation by the participants of public relations; time gap in assessing the structure and qualification indicators of graduates and employees. It is concluded that, in fact, the conjugation of standards is not a determining mechanism for managing the development of qualifications, but only an integral part of a wider mechanism — the inclusion of employers (other customers for the training of professional personnel) in the process of implementation by educational organizations of basic educational programs. In this regard, in relation to the field of jurisprudence is proposed a foresight sphere of employment. Outcome of foresight (through the common efforts of the professional community of lawyers and experts in the field of higher professional education) should be the construction of a common “professional core of legal qualifications” or “core of the legal profession”. Thus, it will be possible, firstly, to identify the core of competencies as the basis of the profession called “lawyer”, secondly, to identify the species differences that may provoke the professional community to design relevant professional standards, professional practices framework, quality standards of individual types legal services. Since there can be no linear transition of qualifying requirements and ways to identify them between educational and professional standards, then a different concept and logic of standardization of education is needed. The authors of the article propose legal and social mechanisms for constructing such a concept.

Cultural differences and similarities between German and Chinese internal audit functions

Cultural differences influence the behavior of companies, including management styles, relationships with employees, stake- and shareholders or social responsibility. Obviously, the concept of corporate governance encompassing the Internal Audit Function (IAF) is seen differently in different cultures. Therefore, conformance with the globally effective “International Professional Practice Framework” (IPPF) for Internal Auditors presuming a culture-free, completely homogeneous IAF with uniform working standards worldwide, seems more than difficult. The focus of this study is to compare the IAF characteristics in China and Germany, based on data from Chief Audit Executives (CAE) from both countries. We identify more (culturally influenced) differences than similarities between the German and Chinese IAF, although there can be found a number of fundamental political, economic and cultural similarities between both countries.

INTERNATIONALLY-EDUCATED ENGINEERS’ INSIGHTS INTO THE SOCIAL RESPONSIBILITIES EMBEDDED IN THE CANADIAN ENGINEERING PROFESSION

Drawing from data collected as part of a larger study, this paper focusses specifically on internationally-educated engineers’ (newcomers to Canada) insights and experiences of the social role and social responsibility inherent in the Canadian engineering profession. The study participants were individuals who had completed a formal foreign credentials recognition process through a qualifications recognition program at the University of Manitoba, and who have achieved professional licensure in Manitoba. Data were collected from 23 internationally-educated engineers through long one-on-one and group interviews over a period of two years. The work uses a conceptual framework of professional practice as the development of moral conscience. The data demonstrate that through engagement with the regulatory process including right-to-title, right-to-practice, and the Code of Ethics, and through one’s day to day engineering practice, participants assimilated an understanding of the practice of professional engineering in Canada as being rooted in a professional community with explicit and stable social responsibilities.

Exploring implementation of the Careful Nursing Philosophy and Professional Practice Model©in hospital-based practice

To explore the effectiveness and feasibility of implementing the two clinical dimensions of the Careful Nursing Philosophy and Professional Practice Model© (Careful Nursing) in an acute care hospital. Implementation of a professional practice model by nurses in hospitals supports nurses' control over their practice and enhances the quality of their contribution to patient care. Implementing such change is complex and initially best approached on a small scale. A mixed methods exploratory design was used. Data were sought from 23 professional nurses practising in a 26-bed acute medical ward for older persons. Quantitative data were collected on nurses' control over and documentation of their practice. Qualitative data were collected on nurses' perceptions of their practice. Nurses' control over practice and adherence to practice documentation standards increased. Overall, the nurses perceived Careful Nursing-guided practice positively. Feasibility issues were identified and addressed. Exploratory evidence suggests that Careful Nursing could influence nurses' practice and overall perception of practice positively; its implementation is feasible. Careful Nursing offers a distinctive nursing framework for professional practice. This study can provide a strategy for implementing Careful Nursing-guided changes in hospital-based practice on an exploratory level.

Integrated primary care insomnia management in Australia.

There is growing support to expand the roles of pharmacists by recognizing their knowledge and skills beyond those around dispensing of medications. Introducing non-dispensing pharmacists at the premises of General Practitioners (GPs) for a collaborative service can potentially and significantly help to provide more effective and efficient health services, for example, in under-recognized or mismanaged conditions such as insomnia. Such a collaborative service could also reduce the costs and risks associated with long-term use of sedatives, besides improving patient's quality of life. This study aimed to elicit the perceptions of Australian GPs on the integration of pharmacists into general practice settings for providing sleep health services, especially insomnia services. Face to face interviews were conducted with a purposive convenience sample of GPs using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim and the transcribed data were thematically analyzed using the principles of framework analysis to identify emergent themes. Twenty-four interviews (46% female participants) were conducted with GPs from greater Sydney Metropolitan area in New South Wales. Based on the Collaborative Working Relationship (CWR) framework, the current relationship between the participating GPs and pharmacists appeared to be at the early stage. Thematic analysis of the interviews indicated that despite citing some barriers such as funding models, infrastructure and perceived patient attitudes, most participants expressed a positive attitude towards this service model. The integrated insomnia service model was believed to be facilitating the provision of comprehensive care for patients with insomnia. The results of this study suggest that there is a willingness among GPs to utilize pharmacist support in insomnia management. Various facilitators, barriers, and methods of collaborative services were identified. A professional practice framework needs to be developed and established to implement the proposed model and ensure a better healthcare service for patients with insomnia.

An exploration of internal audit’s corporate social responsibility role – insights from South Africa

Purpose In South Africa, King III requires companies to have their corporate social responsibility (CSR) disclosures independently assured. Within this context, the purpose of this paper is to examine internal audit’s CSR assurance role. Design/methodology/approach With reference to the International Professional Practices Framework of the Institute of Internal Auditors, the first phase of the study conceptually considers whether internal audit does qualify as an independent CSR assurance provider. Using a content analysis of integrated reports, the second phase examines the extent to which internal audit’s CSR assurance role has been disclosed. The final phase relies on survey responses to understand the emerging trends observed in the second phase. Findings The study finds that although internal audit does provide independent CSR assurance, this assurance is primarily intended for internal stakeholders to assist in improving the quality of CSR reporting practices. With one notable exception across the study period, the results suggest that any benefits accruing to external stakeholders were not deliberate, but merely incidental. The paper concludes by arguing that although internal audit will continue to incorporate material CSR issues into its mandatory risk-based auditing approach, the results will not necessarily be publicly available. The extent of reliance that external stakeholders can place on company CSR disclosures are therefore not directly influenced by internal audit’s involvement in CSR-related matters. However, by adopting a proactive CSR role, internal audit can assist reporting companies improve their CSR reporting practices. Originality/value Although CSR assurance has been extensively researched, this is one of the first studies to specifically consider the CSR assurance role of the internal audit activity. Despite its South African orientation, given the emerging nature of the CSR assurance phenomenon, the study findings have global implications.