Sense Of Professionalism Research Articles

“They already trusted us a lot”: Allied health students’ experiences of an innovative hospital, service-focussed placement model

Background A service-focussed placement model involves an innovative partnership between service and education providers to a) address service delivery needs and b) facilitate students’ competency development. Services are collaboratively redesigned such that students are positioned as collaborators in service delivery with their learning supported through evidence-informed educational design. This model was implemented in the hospital setting and was found to promote positive patient outcomes. Our study explored whether this model supports student learning. Methods Students’ perception of learning was explored using a multiple-case study design with data collected from 22 semi-structured focus groups and interviews with 64 senior year allied health students (physiotherapy n = 55; occupational therapy n = 9) across six placement settings. Inductive thematic analysis identified aspects of this placement model that facilitated and challenged students’ learning. Results A service-focussed placement model provides a quality student learning experience. Students identified the need to be prepared for independent learning. This placement model promoted their professional development and sense of autonomy through engaging them in early, active learning within a safe learning environment. Conclusions Students perceived that a service-focussed placement model equipped them for the ever-changing complexities and challenges of hospital services.

An Analysis of Psychological Capital and Influencing Factors Among Disaster Care Reservists

IntroductionIn recent years, with the frequent occurrence of public health emergencies, various infectious diseases and natural disasters (earthquakes, tsunamis, and fires have placed a burden on global public health and health care systems, especially on health care workers. This study aimed to investigate the current state of psychological capital among disaster care reservists and the factors influencing it. MethodsBetween January and February 2024, a total of 330 members of the disaster nursing reserve team from 4 tertiary general hospitals in Mianyang, China, were surveyed using an online platform named Wenjuanxing to obtain information on general demographics, psychological capital, and job burnout. ResultsThe total score of psychological capital was 91.10 ± 16.15. Psychological capital was negatively correlated with emotional depletion dimension and depersonalization dimension scores (P < .01) and positively correlated with personal achievement dimension scores (P < .01). The results of multiple regression analysis revealed that the psychological capital of members in disaster nursing reserve teams was influenced by various factors such as their marital status, having children, work experience in the department, level of public recognition and respect, number of disaster relief trainings, participation in disaster relief activities, types of disaster relief activities, and level of job burnout (P < .05). This accounted for 48.9% of the total variation. DiscussionThe psychological capital of disaster nursing reserve team members is affected by several aspects, which warrant great attention. Relevant management departments should adopt appropriate strategies to effectively mobilize their self-efficacy, improve their professional identity and sense of achievement, and enhance their psychological capital level.

Tensions at the University and Living in Liminality: English Language Teachers Navigating through New Research Expectations

This study examined tensions affecting university English language teachers, and subsequently the liminal space they occupied. In this study, tensions arose because of the introduction and promotion of Scholarship of Teaching and Learning (SoTL) for conducting language pedagogical research. This move had inadvertently displaced existing research perspectives and approaches and compelled a reconfiguration of the teacher’s professional sense of self. There were four English language teachers involved in this study, all of whom were teaching different types of English courses for academic purposes in a public university in Singapore. Data for this study comprised reflections written by the participants, which were analyzed as case studies. Through the examination of tensions and liminality affecting the participants, it became apparent that distinct strategies and coping mechanisms were enacted. There were those who sought to distinguish existing research perspectives, and those who embarked on a productive journey to navigate through the new research requirement. All these constituted professional development for the participants in personalized ways. The examination of the case studies also indicated how top-down research endeavors may be challenged, especially in a field like English language education, given its long-standing and established research traditions. Yet, the circumstance which saw novel research approaches being introduced illustrate how the professional community of English language teachers in the higher education setting remain on the fringes of academia. Future studies should consider taking an ecological approach to examining tension to gain a more comprehensive understanding of English language teachers’ professional identity.

Research on the Strategies for Integrating Moral Education in the Teaching Practice of Modern Agricultural Technology

With the acceleration of agricultural modernization, the demand for cultivating talent in modern agricultural technology has become increasingly urgent. In this context, moral education, as an essential component of comprehensive talent development, needs to be effectively integrated and implemented during teaching practice. The teaching practice of modern agricultural technology is characterized by strong practicality and skill orientation. The integration of moral education not only helps enhance students' professional qualities and sense of social responsibility but also strengthens their mission to serve the "three rural issues" (agriculture, rural areas, and farmers). This paper discusses the difficulties and current status of moral education integration based on the characteristics of modern agricultural technology teaching practice, proposing strategies such as setting moral education goals based on professional skills, designing modular and scenario-based moral education content, and fostering mentor guidance and internship culture. The research results indicate that the organic combination of moral education and professional education can effectively enhance students' comprehensive qualities and provide important references for the cultivation of agricultural technology talent.

Building Design in Historical Environment-Periodical Study-Haydarpaşa / Seli̇mi̇ye

Turkey&amp;apos;s geography is rich in cultural diversity. The existing diversity is reflected in all areas of life. Among these areas, architecture cannot be ignored both in terms of scale and building stock. In this context, architecture is in constant relationship with cultural heritage. In a professional sense, it is inevitable to produce new buildings in the historical environment and to know how the cultural heritage will form an input to the design. For this reason, studio studies, which are the basis of architectural education, constitute the most important process. In this context, within the scope of the studio 5 course of the 2023-24 fall semester of the Department of Architecture of Yeni Yüzyıl University, “experimental design of a faculty of architecture between 8000-10000m2” was carried out in Haydarpaşa-Selimiye with the participation of 10 students. Haydarpaşa-Selimiye neighborhood is very rich in terms of many types of buildings built in the 19th and 20th centuries of the Ottoman Empire. The aim of this study was to enable the participating students to develop design approaches sensitive to the historical environment. In the first stage; the area determined as the study area was examined and design problems were aimed to be revealed, and the projects created in this direction were questioned by supporting the determined design criteria and environmental analyzes. In the second stage, design approaches were shaped in line with the environmental analysis and the concept, and periodicalstudy examples emerged. Existing texture-historic environment unity, historical environment-new building design approaches were the achievements obtained at the end of the semester. In the conclusion section; in line with the approaches developed by the students, the evaluation of historical environment data and new building design approaches were evaluated, and the importance of new building designs in the historical environment in architectural education was emphasized.

Teaching Reform and Practice of Soil Mechanics Course in the Context of Emerging Engineering Science

With the accelerated development of scientific and technological progress and industrial upgrading, Emerging Engineering Education has become the key to cultivate high-quality and innovative talents, and the teaching reform of the Soil Mechanics course, as a core basic course of civil engineering, is particularly important for adapting to the engineering needs of the new era. This paper discusses the teaching reform and practice of Soil Mechanics courses in the context of emerging engineering science, and puts forward the introduction of cutting-edge technology, updating course content, innovative teaching methods, the teaching quality of Soil Mechanics courses and the comprehensive quality of students, and other strategies, and seeks to promote the significant improvement of the quality of teaching and the quality of talents. Among them, the application of virtual reality and project-driven learning mode enhances students' practical ability and innovative thinking. The strengthening of practical teaching links and industry-university-research cooperation has enhanced the opportunities for students to participate in actual engineering projects, while the integration of Civic and Political Education has fostered students' professional ethics and sense of social responsibility. In the future, the course of Soil Mechanics will continue to adjust and optimise the teaching mode, cultivate high-quality civil engineering talents adapted to the needs of emerging engineering science, and provide powerful support for modern engineering construction.

Consumerist discourses on social media and language teacher educator identity tensions

AbstractThis study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.

Dynamics of the Protracted Chieftaincy Conflict in Nkwanta of the Oti Region of Ghana

The study examines the dynamics of the Nkwanta conflict from the lens of the causes, the effects of the conflict, and the measures that militate against the management of the protracted conflict in the Oti Region of Ghana. It draws the theoretical insights from Azar’s “extended societal conflicts" which postulates that conflicts or disputes in society are because of interlinked networks of insufficient development, structural deficiencies, and divisions in identity among other factors. The study utilizes largely a qualitative research design in which 23 interviewees shared their views, opinions, and perspectives on the Nkwanta conflict in the Oti Region of Ghana. The Nkwanta area is also closer to the Togo border which makes the area strategic and could make the conflict have a spill-over effect on Ghana and Togo due to the close ethnic relations of the Nkwanta people of Ghana and those in Togo. The study found that chieftaincy and land ownership are the main causes of the conflict. Other factors that contribute to the conflict include partisan politics and the vested interest of some individuals in the area. In terms of the effects of the conflict loss of lives and properties are the main effects while effective conflict resolution stems from the involvement of all the parties through respect, compromise, and forgiveness from the parties involved in the conflict. The study recommends the involvement of unbiased external mediators with a high sense of professionalism toward the resolution of the protracted Nkwanta conflict in the Oti Region of Ghana.

THE RELEVANCE OF MEDICAL RESEARCH IN THE TRAINING PROCESS OF FUTURE PHYSICIANS IN INSTITUTIONS OF HIGHER MEDICAL EDUCATION IN UKRAINE

This article delves into the critical role that medical research plays in the education and training of future physicians. Medical research is indispensable for the accurate diagnosis, effective treatment, and prevention of diseases, making it a cornerstone of modern medical practice. The involvement of medical students in research activities not only equips them with vital skills but also shapes their professional identity and ethical framework. Participating in medical research enhances students' critical thinking and analytical skills. It immerses them in the latest scientific advancements, ensuring they stay abreast of new developments in the medical field. This exposure fosters a scientific mindset, encouraging students to approach clinical problems with a research-oriented perspective. Moreover, engaging in research cultivates a sense of ethics and professionalism, which are essential qualities for any medical practitioner. The author advocates for the integration of medical research into the medical education curriculum. This integration can be achieved through various means, such as practical sessions, involvement in scientific projects, participation in conferences, and opportunities for publication. Practical sessions provide hands-on experience, allowing students to apply theoretical knowledge in real-world scenarios. Scientific projects, whether individual or collaborative, encourage in-depth exploration of specific medical issues, fostering a deeper understanding of the subject matter. Conferences serve as platforms for students to present their research findings, engage with peers and experts, and receive constructive feedback. This interaction not only broadens their knowledge but also enhances their communication and presentation skills. Publications, on the other hand, offer students the opportunity to contribute to the body of medical knowledge, gaining recognition for their work and encouraging a culture of continuous learning and inquiry. The integration of research into the educational process is not just about acquiring knowledge; it is about shaping a new generation of physicians who are well-equipped to utilize scientific advancements in their practice. By embedding research into the curriculum, medical schools can prepare students to become highly qualified doctors who are adept at applying research findings to improve patient health outcomes.

University extension in family agricultural cooperative groups

This work is a report based on the extension developed by professors and students of a Federal University with cooperative/associative groups in the municipality of Parauapebas (PA). It assumes that Teaching, Research, and Extension are inseparable and can contribute to strengthening and developing local entrepreneurial actions. The methodology used was action research, a research procedure with an extensionist character. Students from the focus discipline conduct propositional diagnoses in cooperatives, providing subsidies to the local public authorities in serving cooperative groups. Results revealed that the work done in the cooperatives awakens the critical and professional sense of the involved students, allowing them to understand the problems and, based on the presented scenario and the knowledge already theoretically acquired, propose improvements in management, production, and/or commercialization practices. Thus, it is concluded that the used methodology contributed to expanding knowledge and exchanging experiences among the involved producer groups, the Higher Education Institution, and local public authorities, generating prospects for the primary economic vector of the municipality, mineral extraction.

Escaping ‘Groundhog Day’: the transformative possibilities of reconceptualising audit

The statutory company audit can be a puzzling phenomenon. While heralded as a public interested function, its resulting audit reports are only addressed to the members of the audited company. Audit may be widely acknowledged as a social construction, but it has remained conceptually static, with a recycling of reform proposals and a resulting, persistent audit expectations gap. Recent responses to this state of affairs, however, have included calls for a ‘dynamic repair’ of audit and an official proposal by the Brydon review for the UK government to give legislative backing to a significantly expanded purpose for audit. This paper further advances such proposals by illuminating the transformative possibilities of conceptualising audit as an innovation ecosystem in its own right and classifying auditors as ecosystem engineers. Collectively, such a conceptual reconfiguration can serve to enhance both the social purposefulness of audit and its public interested sense of professionalism by freeing audit from the constraints of excessive standardisation and promoting its inherent, functional diversity.

Good Lawyers, Good Sports?: The Professional Identity of Sports Lawyers Representing Not-For-Profit Entities

ABA accreditation standards require law schools to develop students’ professional identity, including by encouraging “an intentional exploration of” the legal profession’s “values [and] guiding principles.” This Essay invites legal academia as well as practitioners to explore issues of legal ethics, professionalism, and, especially, professional identity in the context of a new area of legal practice: sports lawyers’ representation of “NIL collectives,” which are not-forprofit entities that college boosters establish to enable college athletes to benefit financially from their name, image and likeness (“NIL”). The work of sports lawyers advising NIL collectives offers an interesting case study for considering how professional values might come into play when lawyers counsel clients and particularly when lawyers counsel not-for-profit entities. NIL collectives may be skirting the tax laws that require not-for-profit entities to serve a public, not private, purpose or circumventing the NCAA’s rules, which forbid its member universities from using NIL compensation to recruit athletes. Even if they are not breaking the law, the collectives may appear to be acting unfairly in how they use financial inducements to assemble winning teams. Lawyers advising NIL collectives might take different views of whether to prompt the client’s representatives to consider the rightness or fairness of the enterprise. Their decision whether and how to counsel their clients about “fair play” in this context will be informed by their sense of professionalism and their understanding of professional values, which are not fixed and uncontested. Among other things, this example illustrates that broadly accepted professional values are only a small subset of the values that shape individual lawyers’ professional identity, influencing how they conduct their work. Therefore, to a large extent, law schools’ role in developing future lawyers’ professional identity requires helping students ascertain their own professional values and how their values apply to particular work.

Establishing a Comprehensive Nursing Clinic Using the Case Management Model.

To explore the practical effect of the case management model in a comprehensive nursing clinic. Based on the case management model, the authors constructed a comprehensive nursing clinic providing wound care, ostomy care, peripherally inserted central catheter care, drainage tube care, nursing consultations, and home care. They evaluated the practical effect of the comprehensive nursing clinic according to workload, economic benefits, and satisfaction of the medical staff and patients. Since the inception of the comprehensive nursing clinic, the number of visits has increased by 63.57%, and the satisfaction of patients and medical staff has also improved. This comprehensive nursing clinic based on the case management model meets the medical needs of patients, has improved the satisfaction of patients and the medical staff, and enhances the professional sense of value and comprehensive quality of specialized nurses.

‘It changed my view of assessment’: a framework for teacher-centered state standardized science assessment

ABSTRACT In the US, standardized testing in K–12 classrooms historically cultivated teacher perceptions of incoherencies with evidence-based practices and professional knowledge. In the last decade, changes in federal education law and widespread state adoption of the Next-Generation Science Standards (NGSS) have opened unprecedented opportunities for states to fully involve teachers in the creation of standardized science assessments. This mixed methods study examined how a cohort of K–12 science teachers perceived their professionalism, knowledge of the NGSS, and coherency among the NGSS and classroom science assessments after an intensive series of workshops creating NGSS-aligned items for the Illinois standardized science assessment. Despite tensions adhering to state requirements, teachers described a sense of professionalism and autonomy over the items produced, deeper knowledge of the standards, and changed views of assessment. Results can inform policymakers seeking to localize standard-aligned science test items while positively impacting science teachers’ perceptions and classroom practices.

‘I just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers

Precarious employment is a well-established feature in academia, with many lecturers, tutors and professional services staff on forms of fixed-term contract. It is especially a feature of academic development spaces, such as English for Academic Purposes (EAP) programmes, and academic staff and student development programmes. Precarity results in high staff turnover and undermines staff credibility and capacity; these issues may impact student success. Further, for lecturers and tutors themselves, there are implications for their professional identity and sense of legitimacy within their role, department, and university. Using data from qualitative surveys and interviews with academic literacy practitioners in South Africa, this article explores how being precariously employed affects agency and the development of a professional practitioner identity for those on fixed-term contracts. Using aspects of Archer's social realist framework to theorise agency, we show how precarity impacts a sense of purpose and professional self within the university in relation to other academics and students.

Between a rock and a hard place: Introduction program teachers’ narrated experiences of residency and citizenship language requirements in Scandinavia

This study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced. The data comprises narrative interviews with 24 experienced language and literacy teachers. Drawing on street-level bureaucracy theory and narrative positioning analysis, the study shows that the introduction of formal requirements represents a turning point in teachers’ professional narratives that are recognized as a gradual reduction of agency and a narrowing of the space where professional identities can be negotiated. Whereas the Swedish teachers largely identify as students’ agents, Norwegian and Danish language teachers to a larger extent, yet partly unwillingly, negotiate their professional roles at the intersection between policy and professional standards and in dialog with the policy demands.

Patients, colleagues, systems, and self: Exploring layers of physician emotions in caring for pregnant people who use substances and their newborns

IntroductionPregnant people who use substances experience significant stigma, including in healthcare settings, where physicians make high-stakes decisions about treatment plans, resource allocation, and even a person's ability to parent. Previous psychology research has demonstrated the influence of emotions on decision-making, as well as on the development and expression of stigma. Yet the specific content of physician emotions, as well as approaches to processing these emotions, has been relatively under-examined. We sought to better understand the emotional experiences of physicians who practice in safety-net labor and delivery/inpatient settings to inform strategies to facilitate more humanizing, equitable care. MethodsFrom March 2021 to June 2022, the study team conducted semi-structured interviews with 24 San Francisco Bay Area-based physicians (obstetrics-gynecology, pediatrics, family medicine) caring for pregnant people who use substances and/or their newborns. We used deductive and inductive coding and identified themes regarding the nature, etiology, and processing of physician emotions. ResultsPhysicians described experiencing a range of emotions related to interpersonal (patients, colleagues), systems-level, and internal dynamics. Emotions such as anger, sadness, frustration, and helplessness resulted from their deep care and empathy for patients, witnessing stigmatizing colleague behaviors, disagreement with punitive systems, and recognition of their own limitations in effecting change. Few participants identified strategies for processing these emotions, and several described efforts to disengage from their emotional experience to preserve their sense of well-being and professionalism. ConclusionsPhysicians caring for pregnant people who use substances and their newborns experienced intense, multi-layered emotions. This study posits that additional efforts to support physician emotional processing and structural competency could improve healthcare experiences and outcomes for pregnant people who use substances.

The Views of Pre-service EFL Teachers on Teaching Assistant Practice in Language Teaching

The purpose of the study is to analyze the views on Teaching Assistant Practice (TAP) gathered from five senior English Language Teaching (ELT) students. The primary aim is to investigate and reveal how TAP affects EFL pre-service teachers’ teaching quality. The study was designed using a qualitative approach and a purposive sampling approach. The data was collected using open-ended questions and was analyzed using the qualitative content analysis approach. Based on the evidence, significant themes regarding the TAP were discovered. The following were the themes: excelling on pedagogical content knowledge and teaching quality, raising awareness, and improving teacher roles, the benefits of being professionally present as a teacher in the classroom, and the enhancement of multitasking. It was concluded that with the responses obtained from the prospective teachers, the themes mentioned create a positive atmosphere for them to sharpen their practical teaching skills in a professional sense.

Infant/toddler mentor teachers’ professional learning through weekly co-planning meetings with preservice teachers

ABSTRACT Using communities of practice as a theoretical framework, the present study explored seven infant and toddler teachers’ professional learning in the context of weekly co-planning meetings with preservice teachers in four classrooms over one semester. Data sources included semi-structured interviews, observations, video-recordings, documents, and fieldnotes. The findings show that the teachers considered co-planning as crucial to their professional development. During co-planning, the teachers gained multiple perspectives through collective discussions; engaged in critical reflection; created new ideas of practice collaboratively; and enhanced their sense of professionalism. In addition, the preservice teachers were catalysts for the teachers’ reflection. The discussion highlights co-planning as a vehicle for sustaining a culture of reflective practice and collaborative inquiry; an opportunity to co-construct new knowledge and practice; and a space where teacher autonomy, collaboration, and experiential learning intersect to empower teachers in professional learning. Lastly, the study discusses ways to honor and support infant and toddler teachers’ professionalism.

Investigating First Year Surgery Residents' Expectations of Demand, Control, and Support During Training

To provide a more granular understanding of the expectations of general surgery interns regarding workplace demand, control, and support prior to starting training. General surgery (GS) interns are at highest risk for burnout and attrition. Maslach frames burnout as resulting from a mismatch between workplace expectations and reality. Occupational science demonstrates workplace demand, control, and support (DCS) as strong influencers of job strain. GS interns' realistic expectations of demands are associated with decreased likelihood of attrition, but their expectations regarding this factor are poorly understood. Semi-structured interviews were conducted with 14 incoming surgical residents at UCSF: University of California, San Francisco (57% women, 71% non-White), exploring expectations regarding workplace DCS. Transcripts were uploaded to analytic software and coded in dyads using an iterative approach to consensus. Transcripts were thematically analyzed using inductive and deductive reasoning, applying job-demand-resource theory frameworks, and following a published 6-step approach. Four main themes emerged: past experiences, expected rewards, anticipated challenges, and the desire to belong. Past experiences describes the expectation to successfully cope with future stressors via self-reliance. Rewards such as professional mastery, personal growth, and sense of meaning were expected outcomes seen as balancing anticipated challenges. Anticipated challenges included low control, toxic cultural elements, and discrimination. Desire to belong (i.e., earned recognition as a peer, inclusion in an elite culture) emerged as a powerful motivator, with survival connotations for women and non-Whites. Our results suggest incoming interns overestimate the efficacy of self-reliance for coping; count on specific rewards; express realistic expectations regarding challenges; and see inclusion among surgeons as an aspiration that off-sets prolonged effort. Further study is warranted to understand expectation-reality mismatch and potential interventions to target dissonance. In this institutional study of general surgery interns, we provide a more granular understanding of the expectations of general surgery interns regarding workplace demand, control, and support prior to starting training, and how we might target "expectations-reality" mismatch and the "desire to belong" as a means of mitigating burnout and minimizing attrition from training.