Professional Practice Model Research Articles

Driving the zero-carbon construction strategy: key barriers and enablers

PurposeIn the fast-changing field of zero-carbon construction there is a gap in understanding how zero-carbon construction strategies are experienced in practice. This paper aims to identify the key barriers and enablers to driving a zero-carbon construction strategy by industry, policymakers and educators.Design/methodology/approachThe research was conducted in two stages. The first stage used a literature review to determine thematic areas from which to develop discussion points for the second stage of the research, which gathered insights into key barriers and enablers to driving a zero-carbon construction strategy from analysing recorded discussion with industry, policymakers and educators. This study adopts a qualitative research methodological design underpinned by dialectical approach of enquiries involving 31 participants. The philosophical standpoint aligns with a constructivist participatory worldview based on multiple stakeholder perspectives. Data involving virtual and face-to-face engagement held simultaneously in Australia and India were transcribed, coded and synthesised to identify the barriers and enablers to driving zero-carbon construction strategy.FindingsThe paper identified key barriers and enablers driving zero-carbon construction strategy. Barriers included limited awareness of industry dynamics; fixed mental models of professional practice; complexities in identifying appropriate skillsets; difficulties associated with reviewing education and training models and integrating sustainable strategies at early stages of projects. Enablers included: fostering education reform and supporting frameworks and procurement strategies for developers and clients; implementing efficient building designs, construction and operationalisation of zero-carbon buildings and; utilising an industry-led integrated approach. A framework was developed to provide an illustrative view of the linkage between the research projects’ focus areas and emergent themes.Originality/valueThe paper provides zero-carbon action priorities for four significant stakeholder groups in the build environment, developers, building occupiers, educators and government. As the priorities are derived in the research from examination of current literature and analysis of stakeholder viewpoints, this paper presents a unique, realistic and timely identification of barriers and key enablers driving zero-carbon construction strategies. Methodology applied in terms of data collection involved a public discourse and a unique technology-driven collaborative approach where participants simultaneously contributed across countries and time zones in a synchronous manner across key topics related to driving the zero-carbon construction strategy.

Person Centred Dementia Care Made Simple

Abstract Background This poster will outline the development and rollout of our person-centred dementia care microlearning course for all patient-facing staff based in St. James's Hospital, Dublin. Person centred care (PCC) appears to make a difference to how well people with dementia manage on hospital wards (Scerri et al., 2020). The term PCC is used widely in healthcare services and the approach is embedded in St James's nursing professional practice model, standards and policies. Yet there are health professionals who find PCC difficult to define and demonstrate in their practice (Byrne et al., 2020). Through our interactions with staff on wards and in nursing homes, Dementia Services Information Development Centre (DSiDC) are aware that healthcare staff can face difficulties in establishing a rapport with a patient with dementia. Therefore, we identified the need to design a course to facilitate the continued development of meaningful interactions between hospital staff and people with dementia. The course was divided into four stand-alone modules using clear, uncomplicated language and demonstrates how staff can use key elements of Kitwood’s PCC approach in their daily practice. Methods It is becoming harder for hospital staff to be released for onsite training courses due to increasing demands on their time. With this in mind, the DSiDC team sought innovative time-efficient ways to provide dementia education to hospital staff and so a microlearning educational tool was adopted. Microlearning delivers short pieces of content in easily understandable ways utilising a variety of methods such as: video, short written text and quizzes. Accessed by a QR code, staff can complete the course on their mobile phone at a time and place that suits the individual. A pilot study of the course was conducted among staff in a nursing home and on a key ward in St. James’s Hospital. Results 73% of participants found the content ‘extremely helpful’. At start of course, 21% of participants rated their knowledge about person centred dementia care as ‘excellent’. On completion of course, this increased to 50%. One outcome of the pilot study identified an improvement of course design to three modules as opposed to four. Conclusion As a result of the positive outcomes from pilot study, it was decided as part of the wider dissemination of the course across St. James’s Hospital, to conduct a focus group to further measure the impact of the training.

Performance, interpersonal relationships and professional satisfaction: determinants to support pharmaceutical reengineering

Professionalism represents the ethical contract that binds professionals and society. Its technical aspects, such as the professional practice model, form the foundation for attitudinal and behavioral characteristics, including the fiduciary relationship between pharmacists and patients. Despite significant interest in the topic, contextualizing professionalism proves to be a challenging endeavor, relying on collaboration among formal leaders, academics, and practitioners in the field. Consequently, defining, understanding, teaching, and evaluating pharmaceutical professionalism contribute to shape societal perceptions and the understanding of pharmacists and students, who may occasionally struggle to grasp the underlying rationale behind professional practices. Moreover, contextualizing professionalism entails addressing various challenges, such as fostering support for professionalism and its adaptation, which encompasses pharmacists' performance across diverse clinical services, their interpersonal interactions with patients, families, communities, and fellow healthcare professionals, as well as personal job satisfaction amidst obstacles as job insecurity, ethical dilemmas, and compromised autonomy.

Hospital nurse managers' perspectives of the Magnet Recognition Program using an importance-performance analysis: A quantitative cross-sectional study.

To explore the perspectives of nursing managers in Korean hospitals on the Magnet Recognition Program using importance-performance analysis. A descriptive quantitative cross-sectional design with a survey methodology was used to evaluate nursing managers' perceptions of the Magnet Recognition Program criteria. After the Magnet Recognition Program's content validity was confirmed, an online survey was administered to 150 nursing managers from 10 hospitals. The results were analysed using importance-performance analysis. The average importance of the questionnaire for the developed Magnet Recognition Program criteria was 3.19 ± 135 and the performance was 2.90 ± 222. Items corresponding to the areas 'Concentrate here', 'Keep up the good work', 'Possible overkill' and 'Low priority' were identified using two importance-performance analysis frames. The items corresponding to 'Concentrate here' included evidence-based nursing practice, the nursing professional practice model, nurses' participation in improving turnover rate and cases of innovation in nursing. This study highlights areas for improvement within the Magnet Recognition Program as perceived by Korean nursing managers, emphasizing evidence-based practice, professional models and nurses' involvement in turnover reduction and fostering innovation. To achieve Magnet recognition, hospitals must understand nursing managers' perspectives on the Magnet Recognition Program criteria. This study provides insights into enhancing the work environment for nurses in South Korean hospitals and lays the groundwork for developing effective Magnet certification programs. Introducing the Magnet program into South Korean hospitals may improve the overall nursing work environment and mitigate the serious problem of nursing staff turnover. The findings were reported using the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist.

Inspirational Professional Practice Model Redesign Using Shared Decision-Making.

An integrated health system including 12 hospitals, an expansive network of ambulatory settings, and health insurance plans began a systematic review of the existing nursing professional practice model (PPM) created in 2007 to assess current relevancy. The goal was to determine PPM concepts and imagery that represent present-day nursing workforce. This article shares how a formal review of literature, utilization of focus groups, and system-wide shared decision-making influenced creation and evaluation of a revised PPM.

Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students’ work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.

Quality and Safety in Nursing: Recommendations From a Systematic Review.

As a consistent 24-hour presence in hospitals, nurses play a pivotal role in ensuring the quality and safety (Q&S) of patient care. However, a comprehensive review of evidence-based recommendations to guide nursing interventions that enhance the Q&S of patient care is lacking. Therefore, the purpose of our systematic review was to create evidence-based recommendations for the Q&S component of a nursing professional practice model for military hospitals. To accomplish this, a triservice military nursing team used Covidence software to conduct a systematic review of the literature across five databases. Two hundred forty-nine articles met inclusion criteria. From these articles, we created 94 recommendations for practice and identified eight focus areas from the literature: (1) communication; (2) adverse events; (3) leadership; (4) patient experience; (5) quality improvement; (6) safety culture/committees; (7) staffing/workload/work environment; and (8) technology/electronic health record. These findings provide suggestions for implementing Q&S practices that could be adapted to many healthcare delivery systems.

Healthcare Quality Received by Insured Patients in Two Indonesian Regional Public Hospitals.

Background: Hospitals are required to improve the quality of health services provided to patients. Purpose: Evaluating and comparing the healthcare quality received by insured patients hospitalized in two Indonesian regional public hospitals. Methods: Secondary data analysis used the 2019 and 2020 Indonesian National Health Insurance e-claim databases of Hospital A and Hospital B. Descriptive and crosstabs analyses were used to determine INA-CBGs diagnoses that were categorized as high volume, high risk, and high cost. Results: The admissions that caused financial loss at the Hospital A were 21.1% in 2019 and 19.8% in 2020, while 30.3% in 2019 and 27.5% at the Hospital B. More than 60% of these admissions were placed in the 3rd class of inpatient wards of the two hospitals. Of these admissions, < 5% at the Hospital A and >5% at the Hospital B were readmitted within 30 days, although more than 90% were previously discharged based on physicians' approval. Conclusions: Inadequate healthcare quality received by insured patients. Hence, an integrated clinical pathways based professional nursing practice model is highly recommended to increase patient outcomes and decrease 30 days hospital readmission rates.

Insights into professional learning for intensive Block Model: Lessons from a participatory evaluation for capacity building

We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons inform strategies to cultivate institution-wide capability-building including their own professional growth. Lessons shape the study recommendations. Recommendations originate from effectively engaging time-poor, diverse cohorts. (1) In recognition of the ease with which students can fall behind, embedding strategies to manage their time and stress helps to maintain a realistic study pace. (2) Authentic assessments provide students with useful products for their teaching. (3) Peer-feedback and examples of students’ work exposes them to how their colleagues present their work and illustrates good BM practices. (4) Modelling BM principles must be reinforced by meta-conversations to provide students with a reflective, immersive experience of the pedagogical principals. We observed that well planned efficiencies for students often provide consequent efficiencies for staff. These insights are captured in a model for scalable institutional-based professional learning practice. Capability growth flourishes at the intersection of action, reflection and evaluation. Professional collegial conversations are the catalyst for developing context-relevant professional learning.

Nurses' evaluation of a professional practice model: Increasing relevancy and sustainability.

Nurses' evaluation of a professional practice model: Increasing relevancy and sustainability.

The Effectiveness of Implementing Nursing Professional Practice Model on Nurses' Work Engagement

The Effectiveness of Implementing Nursing Professional Practice Model on Nurses' Work Engagement

What's Up Wednesday: Optimizing Educational Rounding to Improve Outcomes.

The role of the nursing professional development practitioner is to identify gaps in practice and determine opportunities for learning. Scanning the environment is one of the crucial inputs of the nursing professional development practice model. However, owing to the complexities of today's patient care environment, engaging staff at the point of care presents formidable challenges. This article details how professional development specialists at a community hospital developed and implemented a program to both engage bedside staff and improve outcomes.

Nurses Improving Care for Health Systems Elders (NICHE): An evidence-based professional practice model for an aging nation

Nurses Improving Care for Healthsystems Elders (NICHE), one of the original geriatric care models, enhances the overall quality and safety of nursing care provided to older adults in hospital and post-acute care settings. NICHE is a relatively low-cost, high-impact investment in the nursing workforce to improve performance on the nurse-sensitive quality indicators including falls, pressure injuries, medication safety, urinary incontinence, restraint reduction, delirium identification and management, reducing preventable readmissions, among others. NICHE also serves as a foundation to enhance nursing care to achieve national accreditation standards for a number of geriatric and nursing quality programs.

Components, Implementation, and Outcomes of a Nursing Professional Practice Model: A Systematic Review-Erratum.

Components, Implementation, and Outcomes of a Nursing Professional Practice Model: A Systematic Review-Erratum.

Role of Activity Professionals in Applying APIE Model to Enhance Residents’ Activity and Engagement in Long-Term Care Settings

Residents’ activity is a strong contributor to the quality of life in long-term care facilities. Hence, activity professionals have an essential role to play in enhancing residents’ activity engagement. Professional practice model for activity professionals includes Assessment, Planning, Implementation, and Evaluation (APIE model). Although activity professionals have made advances in demonstrating their value, few studies have focused on the APIE model for activity professionals in long-term care facilities. A survey was conducted to help understand the role of activity professionals in using APIE in long-term care. Questionnaires were completed by 195 activity professionals working as activity directors and activity staff in long-term care settings. The major factors studied were job background, certification, and the performance of activity professionals using the APIE model. Findings showed that 11.8% of the activity professionals had a high school education, 12.3% had no certification, and 9.2% of them had unrelated certifications. When examining the APIE model, we found that activity professionals used person-centered approaches when they assessed residents` needs and wants, planned and implemented the activities, but lacked evaluation when measuring the outcomes; 79.5% of the participants were not tracking the number of minutes residents spent on activities; and 72.8% of the respondents did not measure the impact of resident engagement on clinical outcomes such as falls, depression, cognition, and medication use. Lack of professional training and the application meaningful evaluation related to the impact of activities with residents by activity professionals may challenge administrators’ capacity of estimating the need, value, and role of activity professionals within long-term care facilities. The study advocates for applying the APIE process to the delivery of activities and evaluation of the benefits of residents` activity and engagement.

Design thinking: Developing system models of professional practice, care delivery, and shared governance.

In Brief A health system used design thinking to capture and translate their collective thoughts, values, and aspirations for nursing practice reflected in visual image designs of their professional practice model, care delivery model, and professional shared governance structure.

Development of a Joint Professional Practice Model for the Total Nursing Force of the United States Military: Describing an Evidence-Based Process Across Multiple Entities.

Professional practice models are a hallmark of professional organizations. Creating a model that can apply across contexts, however, can be a challenge. This article describes the process that a team of nurse leaders and researchers used to create a professional practice model that would serve active-duty and civilian nurses working in military treatment facilities.

Findings from the development of a nursing joint professional practice model for the U.S. military

BackgroundBy 2022 the Defense Health Agency became responsible for administration of all military treatment facilities (MTFs), which were previously managed by their respective military services. However, three different service-specific nursing professional practice models currently govern nursing practice in MTFs. PurposeTo describe the literature search, review, and synthesis of evidence which informed the JPPM and provide some of the most actionable findings. MethodsA team of tri-service nurses developed the JPPM by conducting six rigorous systematic reviews to synthesize evidence pertaining to relevant model components. DiscussionA total of 51,360 titles and abstracts were initially screened. Data were extracted from 540 included articles. The team then developed standards for five JPPM components: evidence-based practice, safety and quality, leadership development, healthy work environment, and operational readiness. ConclusionThe JPPM is a meaningful framework that will help create a mutual professional identity and shared vision to promote a unified nursing force in U.S. military settings.

Components of Professional Practice Models.

This study describes common components of nursing professional practice models (NPPMs) of Magnet ® -designated nursing service organizations. Components of professional practice models have not been consistently analyzed, suggesting a need to identify their concepts. Evidence-based guidelines may be unavailable to assist in the creation and revision of models. A checklist was used to analyze 56 Web-based NPPMs of Magnet-designated nursing departments. Checklist items showed a match with parent organizations, an emphasis on patient- or family-centered care, a commitment to quality nursing services, and nursing's professional distinctiveness. Responses indicated engagement in shared governance and support of nursing staff's professional development. The concepts of health, care of sick and well people, and scope of nursing services were inconsistently addressed and call for further research. Nurse leaders should examine concepts in NPPMs and the extent they distinguish nursing's professional identity both within and externally to the organization.

How the Charter Members of ASHA Responded to the Social and Political Circumstances of Their Time

This article examines the responses of the founders of the American Speech-Language-Hearing Association (ASHA; original name, the American Academy of Speech Correction) to the social trends of their day in the United States. Those trends included migrations from Europe and the rural South, the emergence of new scientific methodologies, and the birth of a professional class. Our aims are to reveal how the founders reacted to these select social changes, to show how their reactions served to shape the newly formed profession in and around 1925, and to describe how that profession is still grappling with their choices even today. The writings of the founding members of ASHA were examined for evidence of their views in relation to 20th century historical trends, specifically examining their attitudes toward clients and clinical practice. We identified elitist, ethnocentric, racist, regionalist, classist, and ableist statements in the writings of the founders. They promoted practices that denigrated those speaking dialects that were deemed nonstandard, including linguistic patterns originating from ethnic, racial, regional, and class differences. They also used ableist language in writing about people with communication disabilities, adopting a medical model that elevated the professional practitioner over the client. Our founders' response to social and political trends led to their creation of oppressive professional practices rather than to work within a more positive social model of professional practice, which was readily available to them at the time, one that would have embraced differences rather than seeking to erase them. Once again, we are experiencing sea changes in our society, ones that offer us the opportunity to reverse the practices shaped by our predecessors. We can learn from the missteps of our founders to create practices that empower and respect those with communication differences or disabilities. https://doi.org/10.23641/asha.22213738.