Standards Of Professional Practice Research Articles

Solidifying roles, responsibilities, and the process of navigation across the continuum of cancer care: The Professional Oncology Navigation Task Force.

Since its founding in 1990, the profession of oncology navigation has grown and evolved. Although core concepts serve as a unifying thread throughout the profession, there has not been formal agreement on standardization of definitions, scopes, and roles for the various types of navigators. This has created challenges for sustainability, including reimbursement for navigation services. Emerging from the Biden Cancer Initiative's patient navigation working group, the Professional Oncology Navigation Task Force was created to serve as the voice of professional oncology organizations with an ultimate goal of solidifying definitions, scopes, and roles of navigators across the care continuum. Task group members are committed to cross-disciplinary partnership (including nursing, social work, and nonclinically licensed navigation). As the Task Force worked to define, refine, and disseminate professional standards (with input from the navigation community), the work done by the National Navigation Roundtable was vital to our evolving understanding of the profession. This article outlines the importance of that partnership and highlights the relevant findings of each article in this supplement of Cancer to the standardization work. LAY SUMMARY: Within the profession of oncology navigation, definitions, scopes, and roles of navigators have not been solidified. Standardization of the profession is critical to allow for continued growth and evolution as well as policy direction. This article introduces the work of the Professional Oncology Navigation Task Force, which created the Oncology Navigation Standards of Professional Practice with input from professional leaders and community stakeholders. The article also links the work of the National Navigation Roundtable and the critical need to coordinate and amplify efforts across groups.

Oncology Navigation Standards of Professional Practice.

The Professional Oncology Navigation Task Force created this document to provide professional oncology clinical navigators and patient navigators with clear information regarding the standards of professional practice. This includes the knowledge and skills all professional navigators should possess to deliver high-quality, competent, and ethical services to people impacted by cancer. These standards also provide benchmarks for use by healthcare employers and information for policy and decision makers, as well as other health professionals and the public to understand the role of professional oncology navigators. These standards are intended to provide guidance and may be applied differently, as appropriate, in different settings. These standards are designed to address professional oncology navigator practice and are not meant to apply to individuals working in a volunteer navigation role. It is important to read this document in whole and cross-reference within the document and with relevant professional guidance as necessary.

The emergence and maturation of student affairs assessment

AbstractIn this article, we will discuss the historical roots of student affairs assessment. The first part of this article will review the emergence of assessment in higher education including student affairs assessment and will follow with a discussion of the evolution of the field including growth and changes in positions over time. Next, the role of professional associations in developing the field, including the creation of standards for professional practice and individual competencies will be addressed. We include a section on the history of the Council for the Advancement of Standards (CAS) and the role the organization played in program evaluation becoming an integral part of student affairs assessment. Lastly, we briefly discuss professional development opportunities and the growth of scholarship in the field.

Promoting Professional Practice Standards through Consultation Training: Opportunities from a University-School District Partnership

ABSTRACT The National Association of School Psychologists’ Professional Standards delineate 10 domains of professional practice that are infused into graduate preparation, credentialing recommendations, and service delivery. School psychology graduate students need exposure to, and practice with, these domains. A university-based graduate class in consultation skills is an ideal mechanism for learning and applying the domains of practice. However, the domains cannot be meaningfully practiced without a partner school district that is willing to provide opportunities for students to advance their knowledge and skills in real world settings. Thus, the purpose of this article is to describe one such partnership and the robust opportunities for consultation enabled by the school district. Such opportunities cut across virtually all domains of training and practice and provide mutual benefit to the students and to the school district. Outcomes for graduate students and the school district are discussed, and components of successful university-district partnerships are presented.

Exploring the role of reflection in nurse education and practice.

Reflection is an essential element in every nurse's practice and is embedded in the Nursing and Midwifery Council's code of conduct - the UK nursing regulatory body's code of professional standards of practice and behaviour. The application of reflection to practice has clear advantages, for example it enables nurses to learn from clinical events and adapt and enhance their skills. This article explores the role of reflection in nursing practice, considers the use of reflective models and explores how nurses can overcome barriers to reflection in their everyday practice. These barriers include psychological stress or discomfort when revisiting challenging clinical experiences, which may have been exacerbated during the coronavirus disease 2019 (COVID-19) pandemic.

Understanding Trauma-Informed Care in the PALTC Setting

Understanding Trauma-Informed Care in the PALTC Setting

Patient-centred outcomes

Journal of Aesthetic NursingVol. 11, No. Sup2 CommentPatient-centred outcomesAnna BakerAnna Bakere: E-mail Address: [email protected]Board member, British Association of Cosmetic Nurses and Journal of Aesthetic NursingSearch for more papers by this authorAnna BakerPublished Online:2 Mar 2022https://doi.org/10.12968/joan.2022.11.Sup2.S30AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Nursing and Midwifery Council. The Code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. www.nmc.org.uk/standards/code (accessed 20 February 2022) Google Scholar FiguresReferencesRelatedDetails 1 March 2022Volume 11Issue Sup2ISSN (print): 2050-3717ISSN (online): 2052-2878 Metrics History Published online 2 March 2022 Published in print 1 March 2022 Information© MA Healthcare LimitedPDF download

Development of the Nursing Professional Development Scope and Standards of Practice: Overview.

Editor(s): Maloney, Patsy EdD, RN, NPD-BC, NEA-BC; Harper, Mary G. PhD, RN, NPD-BC, NPDA-BC Author Information

Pathophysiology applied to nursing: the basis for disease and illness.

British Journal of NursingVol. 31, No. 2 Clinical: New SeriesPathophysiology applied to nursing: the basis for disease and illnessIan PeateIan PeateEditor in Chief, British Journal of NursingSearch for more papers by this authorIan PeatePublished Online:29 Jan 2022https://doi.org/10.12968/bjon.2022.31.2.72AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References McCance KL, Huether SE. Pathophysiology: the biologic basis for disease in adults and children. 8th edn. St Louis (MI): Mosby; 2018 Google ScholarNursing and Midwifery Council. The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. 2018. https://tinyurl.com/gozgmtm (accessed 17 January 2022) Google ScholarOffice for Health Improvement and Disparities. New Era of Public Health to Tackle Inequalities and Level up the UK. 2021. https://tinyurl.com/54m5mhkm (accessed 17 January 2022) Google Scholar FiguresReferencesRelatedDetails 27 January 2022Volume 31Issue 2ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 29 January 2022 Published in print 27 January 2022 Information© MA Healthcare LimitedPDF download

Do pharmacy practice standards effectively describe behaviour? Reviewing practice standards using a behavioural specificity framework

BackgroundGuidelines and practice standards exist to communicate the conduct and behaviour expected of health care professionals and ensure consistent quality practice. It is important that they describe behaviours explicitly so they can be interpreted, enacted and measured with ease. The AACTT framework specifies behaviour in terms of the: Action to be performed, Actor who performs the action, Context where the action occurs, Target who the action is performed with/for and Time when the action is performed (AACTT). It provides the most up to date framework for specifying behaviours and is particularly relevant to complex behavioural problems that involve sequences of behaviours performed by different people. Behavioural specificity within pharmacy practice standards has not been explored.AimTo determine if behaviours described in the Professional Practice Standards for Australian Pharmacists specify Action, Actor, Context, Target and Time.MethodsTwo researchers independently reviewed the scope and structure of the practice standards and one extracted action statements (behaviours) verbatim. Through an iterative process, the researchers modified and developed the existing AACTT definitions to operationalise them for application to review of the action statements in the practice standards. The operational definitions, decision criteria and curated examples were combined in a codebook. The definitions were consistently applied through a directed content analysis approach to evaluate all extracted action statements by one researcher. For consistency 20% was independently checked for agreement by a second researcher.ResultsA novel codebook to apply AACTT criteria to evaluate practice standards was developed. Application of this codebook identified 768 independent behaviours. Of these, 300 (39%) described at least one discrete observable action, none specified an actor, 25 (3%) specified context, 131 (17%) specified target and 88 (11%) specified time.Conclusion(s)The behaviours detailed in practice standards for Australian pharmacists do not consistently specify behaviours in terms of Action, Actor, Context, Target and Time. Developers in the pharmacy profession, and beyond, should consider the behavioural specificity of their documents to improve interpretability, usability and adherence to the behaviours detailed. This also has implications for the development and evaluation of interventions to change such behaviours and improve quality of care.

COVID and coerced consent: a breach of the Code?

British Journal of NursingVol. 31, No. 1 CommentCOVID and coerced consent: a breach of the Code?Jacqueline EltonJacqueline EltonE-mail Address: [email protected]Nursing Associate Module Leader, Centre for Clinical Practice & Leicestershire School of Nursing AssociatesSearch for more papers by this authorJacqueline EltonPublished Online:12 Jan 2022https://doi.org/10.12968/bjon.2022.31.1.6AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References General Medical Council. Decision making and consent. Manchester: General Medical Council; 2020 Google ScholarLee M, Jackson M. Covid-19: vaccines to be compulsory for frontline NHS staff in England. BBC News. 10 November 2021. https://www.bbc.co.uk/news/health-59215282 (accessed 16 December 2021) Google ScholarNHS website. Consent to treatment. 2019. https://www.nhs.uk/conditions/consent-to-treatment/ (accessed 16 December 2021) Google ScholarNursing and Midwifery Council. The code. Professional standards of practice and behaviour for nurses, midwives and nursing associates. London: NMC; 2018 Google ScholarRe T [1992] EWCA Civ 18 Google Scholar FiguresReferencesRelatedDetails 13 January 2022Volume 31Issue 1ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 12 January 2022 Published in print 13 January 2022 Information© MA Healthcare LimitedPDF download

The good, the bad, and the less than ideal in clinical supervision: a qualitative meta-analysis of supervisee experiences

ABSTRACT . With qualitative studies increasingly published on different aspects of supervision, this qualitative meta-analysis synthesized existing qualitative research and explored what aspects therapy trainees find helpful and unhelpful in individual supervision. A sample of 29 studies (755 participants) was selected by conducting a systematic literature search and a critical appraisal process to ensure a suitable level of methodological rigor. Data analysis followed a descriptive and interpretative framework. Results yielded 6 main meta-categories: three in the helpful aspects domain (i) Supervisor establishes a secure learning environment, (ii) Supervisor demonstrates ability to facilitate learning, and (iii) Supervisor demonstrates willingness and ability to acknowledge and negotiate differences; and three in the unhelpful aspects domain (i) Supervisor demonstrates behaviour that lacks sensitivity, accountability, and ethical consideration, (ii) Supervisor fails to create a safe and supportive environment, and (iii) Supervisor demonstrates limitations in the appropriate maintenance and sharing of knowledge and skills. Influenced by the quality of the supervisory alliance, supervision can be helpful, but it may also be experienced as unhelpful and potentially harmful. Issues of power and diversity need to be negotiated in a manner that maintains ethical and professional standards of practice and care. Implications for supervision training, practice, and research are discussed.

The quality teaching and learning standard: level of understanding and implementation by school principals in Kosovo

This study examines the second standard of principals' professional practice – the quality teaching and learning standard – by Kosovo school principals. The combined method of qualitative and quantitative research is meant to better reflect participants' perspectives and reinforce scientific interaction. The samples for this study were 272 primary and secondary school teachers from 26 different Kosovo municipalities, as well as ten primary and secondary school principals from five Kosovo municipalities. The results of this study show that school principals have a limited understanding of the quality teaching and learning standard. Findings show that school principals understand some of the qualities of effective teaching and learning, and they practice some leadership activities to foster implementation of the quality teaching and learning standard. The results of this study help identify the extent to which school principals in Kosovo are focused on the quality teaching and learning standard and serve as recommendations for improvement.

Call for evidence for UK Commission on Pharmacy Professional Leadership

We are calling on pharmacists and pharmacy technicians everywhere to take part in the UK Commission on Pharmacy Professional Leadership. The overall purpose of professional leadership is to influence, promote and support the delivery of the highest possible standards of professional practice to continue to drive up the quality of patient care. The independent Commission […]

If patient safety is king, then quality is queen

Journal of Aesthetic NursingVol. 10, No. 10 EditorialIf patient safety is king, then quality is queenCheryl BartonCheryl BartonConsultant editor, JANSearch for more papers by this authorCheryl BartonPublished Online:9 Dec 2021https://doi.org/10.12968/joan.2021.10.10.439AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Nursing and Midwifery Council. The Code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf (accessed 21 November 2021) Google Scholar FiguresReferencesRelatedDetails 2 December 2021Volume 10Issue 10ISSN (print): 2050-3717ISSN (online): 2052-2878 Metrics History Published online 9 December 2021 Published in print 2 December 2021 Information© MA Healthcare LimitedPDF download

Use of professional practice guidance resources in pharmacy: a cross-sectional nationwide survey of pharmacists, intern pharmacists, and pharmacy students

BackgroundVariations in practice are commonplace in healthcare where health professionals, such as pharmacists act as autonomous practitioners. This is evident in simulated patient studies, where pharmacists practice does not meet widely accepted standards for medicines supply or treatment of an ailment. To promote best pharmacy practice a myriad of guidance resources including practice guidelines, codes and standards are produced by professional organisations. These resources provide a framework for pharmacy practice and endeavour to facilitate consistency in provision of pharmacy-based services to consumers. Despite their role in specifying essential pharmacist behaviours, there is limited research exploring if and how these resources are used in practice.ObjectiveTo characterise Australian pharmacists’ use of the Pharmaceutical Society of Australia’s Code of Ethics, Professional Practice Guidelines and Professional Practice Standards.MethodsA cross-sectional, self-administered, electronic survey of registered pharmacists, intern pharmacists and pharmacy students living in Australia was conducted in July 2020. Questions considered use of professional practice resources (by resource group) in the preceding 12 months. Data were analysed descriptively.ResultsOf 601 responses included in the analysis 462 (76.9%) of respondents were registered pharmacists, 88 (14.6%) pharmacy students and 51 (8.5%) intern pharmacists. Interns and students accessed overarching practice resources, such as the Professional Practice Standards, Code of Ethics and Dispensing Practice Guidelines more frequently than practising pharmacists. Pharmacists accessed professional practice guidelines, such as Practice Guidelines for the Provision of Immunisation Services Within Pharmacy, more often than students. More pharmacists than interns and students indicated that they would access guidelines to resolve practice and patient care issues. All resources except the Professional Practice Standards for Pharmacists (67.4%) were accessed by less than 50% of respondents in the preceding 12-month period. Reasons for not accessing resources varied between participant and resource groups, and generally were due to a lack of awareness of the resource or not considering them necessary for the individual’s practice.Conclusion(s)Access and use patterns for professional practice guidance resources change with experience. Professional organisations responsible for developing resources should consider these patterns when designing and reviewing resources and related policies. To ensure resources are meeting the needs of the profession, students, interns, and pharmacists should be involved in the review of and design of further resources.

Guidance for Professional Use of Social Media in Nutrition and Dietetics Practice

Guidance for Professional Use of Social Media in Nutrition and Dietetics Practice

The age of FSES: Portrait of an architect in the frame of education

Basing on the analysis of the Federal State Educational Standards (FSES) and the legislative context of their development and approval, the post-reform history of the standardization of architectural education is viewed with the focus on the transformation of a qualification portrait of an architect as a set of the architect’s qualification characteristics. The article traces the evolution of standards of the last decade, the “age of FSES”. The national FSES of the bachelor degree of the “generation 3++” is compared with the UIA international standard of an architect. The author makes a conclusion whether it is practicable for Russia to use international principles and models of educational standards, the standards of architectural professional practice.

International Valuation Glossary—Business Valuation

Business valuation providers and users benefit from common understanding of terms with clearly established meanings and consistent application throughout the profession.To this end the following societies and organizations have worked collaboratively to compile definitions for the terms included in this Glossary:This Glossary updates the International Glossary of Business Valuation Terms originally published in 2001.This Glossary was developed as part of ongoing efforts to harmonize definitions for terms used in business valuation. It is intended to be a reference tool to facilitate communication within the business valuation profession and with relevant stakeholders and users. This Glossary is designed to be helpful but is neither authoritative nor prescriptive.To that end, the Glossary aims to provide a common understanding of technical terms used within the various subpractice areas of business valuation and for those operating in different markets. Users of valuation services are encouraged to familiarize themselves with the appropriate context, as not all terms are applicable to every use.It is acknowledged that terms used in different markets may vary. If any term in this glossary conflicts with a published governmental, judicial, or accounting authority, precedence should be given to the use and interpretation of terms as they appear in applicable published authoritative guidance, given the purpose of the valuation.Given that the definition for some terms in this Glossary may differ slightly based on the purpose of the valuation and jurisdiction, business valuation professionals1 should ensure they are using and disclosing the most appropriate definition for the circumstances of the engagement.Furthermore, organizations such as valuation professional organizations (VPOs), accounting regulatory bodies, tax authorities, and courts may have somewhat different definitions and interpretations. Users are also encouraged to refer to valuation texts and other relevant documents for more information and application guidance on specific terms.If the business valuation professional believes that one or more of these terms needs to be used in a manner that materially departs from this glossary, it is recommended that the term be defined as used within that valuation engagement. The use of the appropriate definition relies on the professional judgement of the business valuation professional.In determining the terms to be included in this Glossary, the following items were excluded:Users of this Glossary are cautioned that when a jurisdictional definition applies, it should take precedence over the definitions in this Glossary (one example of this might be with respect to the term “fair value”).Various valuation and accounting standards were considered in the development of this Glossary, such as International Valuation Standards (IVS), International Financial Reporting Standards (IFRS), United States Generally Accepted Accounting Principles (US GAAP), Uniform Standards of Professional Appraisal Practice (USPAP), and Statement on Standards for Valuation Services (SSVS). Although it is acknowledged that US GAAP and IFRS define certain terms related to financial reporting valuation, this Glossary does not include all such terms.The definitions provided herein are current as of the date of publication. As they are subject to change, this Glossary is intended to be updated periodically. This Glossary uses “see also” to refer to terms that are related, but not synonymous. Synonymous terms are cross-referenced with “also known as.” Contrary terms are cross-referenced using “contrast with.”This Glossary was prepared with input from the following technical advisors:A grateful acknowledgement to Carla Nunes and Marianna Todorova for their contributions and assistance with this Glossary.The above group wishes to thank the following organizations for their contribution to the review of this document:

Promoting Interprofessional Communication through Situation, Background, Assessment, and Recommendation (SBAR): An Educational Technique

Context The Board of Certification Standards of Professional Practice and the 2020 Curricular Content Standards indicate athletic trainers should establish working relationships with collaborating medical professionals and be able to communicate effectively. In addition, increased emphasis on interprofessional collaboration (IPC) in practice is apparent throughout health care professions and their educational programs. However, integrating both interprofessional communication and IPC within 1 learning opportunity can be difficult. Objective To share an educational approach aimed to enhance athletic training students' abilities and confidence in delivering patient information to physician assistant students via the situation, background, assessment, and recommendation (SBAR) technique. Background As part of the health care team, athletic trainers need to communicate with various providers while making clinically based decisions. Anecdotally, learners in their final year of health care education are not confident in their ability to make recommendations to other health care professionals. The SBAR communication strategy from the evidence-based framework TeamSTEPPS has become widely adopted in health care disciplines and may help to enhance confidence in communication. Description This learning activity enables athletic training students to use a patient case scenario to develop an SBAR for delivery via phone to a physician assistant studies student. This article describes the content, delivery methods, outcomes to date, and connection to the 2020 Curricular Content Standards. Clinical Advantage(s) This clinically relevant activity provides a low-stakes, real-life opportunity for students to practice communication skills, including the following: condensing the evaluation process, clinical decision-making skills, and the ability to make recommendations for a plan of care. Active participation in the communication process enhances reasoning skills needed for collaborative clinical decision making and the transfer of care, when applicable. Conclusion(s) Developing and implementing an interprofessional SBAR communication experience with 2 health care disciplines is an innovative strategy that bridges the gap between clinical education and actual patient care experiences while addressing curricular content needs.