Standards Of Professional Practice Research Articles

Course Mapping: Expectations Visualized

Academic program curricula have historically been mapped. It is proposed that a map can also be utilized to provide a visual overview for individual courses to meet professional and best practice standards. A course map serves as a visual representation to link course learning objectives to course assignment expectations and how the student can assess achievement. This article is specific to an online course, but the framework could be applied to any course.

The Faculty of Pharmaceutical Medicine – Foundation, function and future

The Faculty of Pharmaceutical Medicine was established in the United Kingdom (UK) in 1989 to develop and maintain competence, ethics and the highest professional standards of practice in the discipline. This article charts the founding principles and history of the Faculty, details its composition and membership, and outlines the major functions and achievements of the organisation in the context of the development of the discipline of pharmaceutical medicine. The recognition of pharmaceutical medicine as a medical specialty in the UK is described together with the associated certification programme Pharmaceutical Medicine Specialty Training, which enables pharmaceutical physicians to become certified practitioners in the specialty with the UK General Medical Council (UK GMC).

Live tweeting by ambulance services: a growing concern

Despite advances in technology being a driver of paramedic professional development, particularly over the past decade, the introduction of new forms of technology appears to have presented paramedics with some professional challenges. Paramedics, pre-hospital clinicians, and ambulance service providers in both the United Kingdom and Australia, have begun using social media technology to communicate what they do to the general public. Unfortunately some of the material that has been communicated appears to breach professional standards of practice, and therefore has the potential to cause harm to the patient, the individual paramedic, and the paramedic profession more broadly. This article will present the rationale behind why this behaviour is unprofessional, ethically and legally unsound, and why it must cease. We offer a tool that will assist paramedics, and other healthcare professionals, to practise safe and professional social media use in their workplace.

Standards of practice in interventional neuroradiology.

The growing importance of INR has resulted in the need to define and promote professional standards of clinical practice. Several professional organizations have published guidelines recently for the neurointerventional treatment of cerebrovascular diseases, including technical and personal recommendations, but detailed definitions of technical and organizational conditions needed for the safe and effective performance of such treatments are lacking. To fill this gap ESNR, ESMINT and the UEMS Division for Neuroradiology established a working group, to develop a consensus paper on "Standards of Practice in Interventional Neuroradiology". This document is the result of the Consensus Working Group and has following review gained approval by the Executive Boards of ESNR and ESMINT and by the members of the UEMS Division for Neuroradiology in 2017.

When looking after a loved-one is too much: caring for carers.

British Journal of Community NursingVol. 22, No. 5 Looking at Long-Term ConditionsWhen looking after a loved-one is too much: caring for carersAllie AndersonAllie AndersonSearch for more papers by this authorAllie AndersonPublished Online:3 May 2017https://doi.org/10.12968/bjcn.2017.22.5.256AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Carers Trust (2017) What is a carer? https://carers.org/what-carer (accessed 18 April 2017) Google ScholarCarers UK (2014) Carers at breaking point. www.socialwelfare.bl.uk/subject-areas/services-activity/social-work-care-services/carersuk/166981carers-at-breaking-point.pdf (accessed 18 April 2017) Google ScholarCarers UK (2017) Facts & figures. www.carersuk.org/news-and-campaigns/press-releases/facts-and-figures (accessed 18 April 2017) Google ScholarDepartment of Health (2016) Care Act factsheets – Factsheet 8: The law for carers. www.gov.uk/government/publications/care-act-2014-part-1-factsheets/care-act-factsheets#factsheet-8-the-law-for-carers (accessed 18 April 2017) Google ScholarNHS England (2016) A practical guide to healthy caring. www.england.nhs.uk/wp-content/uploads/2016/04/nhs-practcl-guid-caring.pdf (accessed 18 April 2017) Google ScholarNursing and Midwifery Council (2015) The Code – Professional standards of practice and behaviour for nurses and midwives. www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.pdf (accessed 18 April 2017) Google ScholarRowland C et al. (2017) The contributions of family care-givers at end of life: A national post-bereavement census survey of cancer carers' hours of care and expenditures. Palliat Med 31(4): 346–55 Crossref, Medline, Google ScholarThe Queen's Nursing Institute (2017) Supporting Carers. www.qni.org.uk/nursing-in-the-community/supporting-carers/ (accessed 18 April 2017) Google ScholarTwigg J, Atkin K (1994) Carers Perceived: Policy and Practice in Informal Care. Milton Keynes: Open University Press Google Scholar FiguresReferencesRelatedDetails 2 May 2017Volume 22Issue 5ISSN (print): 1462-4753ISSN (online): 2052-2215 Metrics History Published online 3 May 2017 Published in print 2 May 2017 Information© MA Healthcare LimitedPDF download

A Week with the Gypsies: A Medical Mission Diary

I believe that health professionals who have the means should participate in medical missions yearly. It makes the world a healthier place. Moreover, it recalibrates one’s career and medical expectations when caring for the medically deprived. When looking for a refugee group or displaced population to serve, I wondered: Who has suffered the longest, and what survival skills could they share? The Internet led me to a religious group called e3 Partners (http://e3partners.org/) who were looking for a pediatric nurse willing to serve Romani children, and I applied. The romance of Gypsy folklore, legends, palm reading, and fortune telling called to me. “Gypsy” is a term that gadjé (non-Romani people) call an ethnic group who migrated West around the eleventh century from Punjabi, India. 1 Eliznik Gypsy migration map. http://www.eliznik.org.uk/RomaniaHistory/index.htm Google Scholar Whereas the lowercase word gypsy is perceived as a racial slur (eg, “that cashier gypped me”), others prefer Gypsy when it is used respectfully. Reclaiming the Gypsy Diaspora is now seen as an act of linguistic and identity empowerment. 2 Reidy J 20 “Gypsy” women you should be reading. http://www.vidaweb.org/twenty-gypsy-women-you-should-be-reading/ Google Scholar Professional practice standards and my instinct suggested that asking the patients their preference would be the best approach to determine how they wanted to be addressed. My literature search suggested myths and preconceived notions, often negative, that surround this population. Yet, as nurses we are taught to accept and celebrate diversity, so I packed my passport, my stethoscope, and my “judge not” attitude and headed for the Balkan Peninsula. Molly Delaney is ED Nurse Manager, East Bank, University of Minnesota Medical Center, Fairview, Minneapolis MN.

The role and safe use of the ambulatory syringe pump in palliative and end-of-life care

International Journal of Palliative NursingVol. 23, No. 3 CommentaryThe role and safe use of the ambulatory syringe pump in palliative and end-of-life careMairi Armstrong, Shirley Byron, Christina HamillMairi ArmstrongSearch for more papers by this author, Shirley ByronSearch for more papers by this author, Christina HamillSearch for more papers by this authorMairi Armstrong; Shirley Byron; Christina HamillPublished Online:25 Mar 2017https://doi.org/10.12968/ijpn.2017.23.3.108AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Dickman A, Schneider J (2015) The Syringe Driver Continuous Subcutaneous Infusions in Palliative Care, 3rd edn. Oxford University Press: Oxford Google ScholarNHS Education for Scotland, National Health Service Greater Glasgow and Clyde (2014) Guidelines for the use of the T34TM Ambulatory Syringe Pump by CME Medical for adults in palliative care. https://tinyurl.com/j8ehcf2 (accessed 6 February 2017) Google ScholarNational Health Service Greater Glasgow and Clyde (2012) Professional Standards for Record Keeping https://tinyurl.com/zo7cj25 (accessed 6 February 2017) Google ScholarNursing and Midwifery Council (2009) Standards for Record Keeping. https://tinyurl.com/j7okutm (accessed 6 February 2017) Google ScholarNursing and Midwifery Council (2010) Standards for Medicines Management. https://tinyurl.com/z2bhgjw (accessed 6 February 2017) Google ScholarNHS Scotland (2014) Scottish Palliative Care Guidelines. https://tinyurl.com/hta5zpf (accessed 6 February 2017) Google ScholarNursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives. https://tinyurl.com/zy7syuo (accessed 6 February 2017) Google ScholarPalliativeDrugs.com (2017) Welcome to the SDS (syringe driver survey database). https://tinyurl.com/k3weaw7 (accessed 6 February 2017) Google ScholarThomas T, Barclay S (2015) Continuous subcutaneous infusion in palliative care: a review of current practice. Int J Palliat Nurs 21(2): 60–4 Link, Google Scholar FiguresReferencesRelatedDetailsCited byOpioids and cancer painJo Thompson20 November 2018 | International Journal of Palliative Nursing, Vol. 24, No. 11 16 March 2017Volume 23Issue 3ISSN (print): 1357-6321ISSN (online): 2052-286X Metrics History Published online 25 March 2017 Published in print 16 March 2017 Information© MA Healthcare LimitedPDF download

The development of professional practice standards for Australian general practice nurses

The aim of this study was to explore the current role of general practice nurses and the scope of nursing practice to inform the development of national professional practice standards for Australian general practice nurses. Increasing numbers of nurses have been employed in Australian general practice to meet the growing demand for primary care services. This has brought significant changes to the nursing role. Competency standards for nurses working in general practice were first developed in Australia in 2005, but limited attention has been placed on articulating the contemporary scope of practice for nurses in this setting. Concurrent mixed methods design. Data collection was conducted during 2013-2014 and involved two online surveys of Registered and Enrolled Nurses currently working in general practice, a series of 14 focus groups across Australia and a series of consultations with key experts. Data collection enabled the development of 22 Practice Standards separated into four domains: (i) Professional Practice; (ii) Nursing Care; (iii) General Practice Environment and (iv) Collaborative Practice. To differentiate the variations in enacting these Standards, performance indicators for the Enrolled Nurse, Registered Nurse and Registered Nurse Advanced Practice are provided under each Standard. The development of national professional practice standards for nurses working in Australian general practice will support ongoing workforce development. These Standards are also an important means of articulating the role and scope of the nurses' practice for both consumers and other health professionals, as well as being a guide for curriculum development and measurement of performance.

School Nurse Evaluation.

Evaluation of one's school nurse practice is one standard in the school nurse's scope and standards of professional practice. The Virginia School Nurse Institute Partnership (SNIP) identified the need to develop a concise self-evaluation tool that school nurses and their nurse and non-nurse employers could use to appropriately document a school nurse's practice. The purpose of this article is to provide a self-evaluation tool that the school nurse and his or her employers can use to evaluate professional school nurse practice.

A Theoretical Discussion of Internal Audit Effectiveness in Kuwaiti Industrial SMEs

This paper aims to scrutinise the association between the internal audit effectiveness and the four factors associated with International Standards for Professional Practice of Internal Auditing (ISPPIA): independence of internal auditors, scope of internal auditors, management support, and audited cooperation. The relationship between these factors and Satisfaction of internal auditors is also examined. Further, the moderating effect on the relationship between these factors (if present) and the effectiveness of IA among industrial SMEs in Kuwait are investigated through satisfaction of internal auditors. By ascertaining the effectiveness of IA at the industrial firms via theories as well as variables, this paper broadens the available literature on the effectiveness of IA.

Becoming a health and social care professional

British Journal of Healthcare AssistantsVol. 11, No. 1 ProfessionalBecoming a health and social care professionalMark WareingMark WareingSearch for more papers by this authorMark WareingPublished Online:12 Jan 2017https://doi.org/10.12968/bjha.2017.11.1.32AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Beauchamp TL, Childress JF (2001) Principles of Biomedical Ethics. 5th edn. Oxford University Press, Oxford Google ScholarCunningham I, Dawes G, Bennett B (2004) The Handbook of Work Based Learning. Gower Publishing Limited, Aldershot Google ScholarDall'Alba G (2009) Learning professional ways of being: ambiguities of becoming. In: Dall'Alba G, ed. Exploring Education Through Phenomenology: Diverse Approaches. Wiley-Blackwell, Oxford: 41–52 Crossref, Google ScholarFoster-Turner J (2005) Coaching and Mentoring in Health and Social Care: the Essential Manual for Health Professionals and Organisations. Radcliffe Publishing, Oxford Google ScholarFrancis R (2013) Report of the Mid-Staffordshire NHS Foundation Trust Public Inquiry. www.midstaffspublicinquiry.com/report (accessed 3 November 2016) Google ScholarJasper M (2006) Professional Development, Reflection and Decision-making. Blackwell Publishing, Oxford Google ScholarKeogh B (2013) Review into the Quality of Care and Treatment Provided by 14 Hospital Trusts in England: Overview Report. http://tinyurl.com/ph9e267 (accessed 3 November 2016) Google ScholarMumford J, Roodhouse S, eds (2010) Understanding Work-based Learning. Gower Publishing, Farnham Google ScholarNational Advisory Group on the Safety of Patients in England (2013) A Promise to Learn – a Commitment to Act: Improving the Safety of Patients in England. www.gov.uk/government/publications/berwick-review-into-patient-safety (accessed 3 November 2016) Google ScholarNursing and Midwifery Council (2015) The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives. www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf (accessed 3 November 2016) Google ScholarPask R, Joy B (2007) Mentoring–coaching: a Guide for Education Professions. McGraw Hill/Open University Press, Maidenhead Google ScholarRaelin J (2008) Work-based Learning: Bridging Knowledge and Action in the Workplace. Jossey-Bass, San Francisco CA Google ScholarSkills for Health (2013) Code of Conduct for Healthcare Support Workers and Adult Social Care Workers in England. www.skillsforhealth.org.uk/standards/item/217-code-of-conduct (accessed 3 November 2016) Google ScholarWareing M (2016a) Understanding practice-based and work-based learning. British Journal for Healthcare Assistants 10(9): 446–52 Link, Google ScholarWareing M (2016b) Using the ‘me, my, more, must’ approach to learning. British Journal for Healthcare Assistants 10(7): 336–42 Link, Google ScholarWareing M (2016c) Making sense of your role, practice and service users. British Journal form Healthcare Assistants 10(10): 506–12 Link, Google ScholarWareing M (2016d) Being a worker and a learner. British Journal for Healthcare Assistants 10(11): 554–61 Link, Google ScholarWareing M (2016e) Using your workplace for learning. British Journal for Healthcare Assistants 10(12): 610–9 Link, Google ScholarWebster-Wright A (2010) Authentic Professional Learning: Making a Difference Through Learning at Work. Springer, London Crossref, Google ScholarWillis P (2015) Raising the Bar. Shape of Caring: a Review of the Future Education and Training of Registered Nurses and Care Assistants. http://hee.nhs.uk/wp-content/blogs.dir/321/files/2015/03/2348-Shape-of-caring-review-FINAL.pdf (accessed 3 November 2016) Google Scholar FiguresReferencesRelatedDetailsCited byPractice-based and work-based learning: 10 key themesMark Wareing8 February 2017 | British Journal of Healthcare Assistants, Vol. 11, No. 2 2 January 2017Volume 11Issue 1ISSN (print): 1753-1586ISSN (online): 2052-4420 Metrics History Published online 12 January 2017 Published in print 2 January 2017 Information© MA Healthcare LimitedPDF download

The Updated Nursing Professional Development Scope and Standards of Practice.

The third edition of Nursing Professional Development: Scope and Standards of Practice was released in July 2016. This article summarizes the changes to the foundational document that describes the nursing professional development specialty. J Contin Educ Nurs. 2017;48(1):5-7.

Compliance with the Requirements of the Environmental Impact Assessment Guidelines in Zimbabwe: A Case Study

This research set out to find out how well projects are complying with the requirements of the Environmental Impact Assessment Guidelines in Zimbabwe. Data was collected from EIA reports completed between 2007 and 2012. Questionnaires and interviews were used to collect the experiences of practitioners in the EIA sector. The results show that EIA reports contain below 65% of required information for decision making. Critical sections of the EIA report are the most deficient. Compliance varies significantly between consultants, stage of EIA process and size of project. Recommendations are: need to review and expand the existing guidelines and promote their use, building objectivity into the EIA report review process, upholding professional standards of practice for the consultants, improvement of compliance monitoring and enforcement, the use of economic incentives and disincentives other than enforcement to promote compliance, increased awareness raising of EIA in the business sector, and increased political will and transparency.

Standards of practice to standards of evidence: developing assessment capable teachers

Teacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that The Standards Project (2013–2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit and analysis of all teacher education programmes in the state of Queensland, Australia, to establish the approaches and practices Universities relied on to preparing beginning teachers as assessment capable; second, to take account of multiple perspectives and approaches in initial teacher education to integrating data into how beginning teachers are prepared to source and use evidence for improving learning and teaching; and further, to develop new principles, policy and practices for reviewing and moderating teacher education programmes against professional standards. The paper proposes a move beyond the discourse of professional standards of practice towards a complementary discourse of standards of evidence. In our collaboration we drew on two fields, namely the writing on teacher education including reviews, and the field of assessment, both considered within broader sociocultural theory applied to assessment.

Implementing the Nursing Professional Development Practitioner Scope and Standards of Practice 2016 Revisions: The Time Is Now to Maximize Simulation Education Offerings.

Implementing the Nursing Professional Development Practitioner Scope and Standards of Practice 2016 Revisions: The Time Is Now to Maximize Simulation Education Offerings.

Keeping accurate records

British Journal of MidwiferyVol. 24, No. 8 LegalKeeping accurate recordsRichard GriffithRichard GriffithSearch for more papers by this authorRichard GriffithPublished Online:4 Aug 2016https://doi.org/10.12968/bjom.2016.24.8.594AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Hall v North Hertfordshire NHS Trust 2016 (Queens Bench Division; 26th May) Google ScholarNursing and Midwifery Council (2015) The Code: Professional standards of practice and behaviour for nurses and midwives. NMC, London Google ScholarS (A Child) v Newcastle & North Tyneside HA [2001] EWCA Civ 1868 Google Scholar FiguresReferencesRelatedDetailsCited byRecords: What to include7 October 2016 | British Journal of Midwifery, Vol. 24, No. 10 2 August 2016Volume 24Issue 8ISSN (print): 0969-4900ISSN (online): 2052-4307 Metrics History Published online 4 August 2016 Published in print 2 August 2016 Information© MA Healthcare LimitedPDF download

The American Academy of Dermatology (AAD) Ethics Pledge: I will put my patients' welfare above all other interests, provide care that adheres to professional standards of practice, provide care for those in need, and foster collegiality through interaction with the medical community

The American Academy of Dermatology (AAD) Ethics Pledge: I will put my patients' welfare above all other interests, provide care that adheres to professional standards of practice, provide care for those in need, and foster collegiality through interaction with the medical community

How to write a reflective account for revalidation.

Rationale and key points This is the fifth in a series of eight articles providing information about the Nursing and Midwifery Council (NMC) revalidation process. This article focuses on preparing five written reflective accounts for revalidation. » Reflective practice encourages nurses and midwives to use their learning to identify areas for improvement. » Reflective practice encourages nurses and midwives to relate their learning to the NMC code of professional standards of practice and behaviour. Reflective activity 'How to' revalidate articles can help to update your practice and provide information about the revalidation process, including how you can record and evidence CPD for revalidation. Reflect on and write a short account of: 1. How recording and evidencing CPD will demonstrate the skills, knowledge and experience you have gained in practice. 2. How you could use this article to educate your colleagues. Subscribers can update their reflective accounts at: rcni.com/portfolio.

Mind the Gap: implications for gastrointestinal nurses

Gastrointestinal NursingVol. 14, No. 6 Penny's PageMind the Gap: implications for gastrointestinal nursesPenny HarrisonPenny HarrisonSearch for more papers by this authorPenny HarrisonPublished Online:22 Jul 2016https://doi.org/10.12968/gasn.2016.14.6.48AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Cummings J (2016) Leading Change, Adding Value: a Framework for Nursing, Midwifery and Care Staff. http://tinyurl.com/gp6mj4n (accessed 30 June 2016) Google ScholarDepartment of Health (2012) Developing the Culture of Compassionate Care. http://tinyurl.com/o4hgv9k (accessed 30 June 2016) Google ScholarDepartment of Health (2014) Five Year Forward View. http://tinyurl.com/oxq92je (accessed 30 June 2016) Google ScholarHealth Education England (2014) The Talent for Care: a National Strategic Framework for the Healthcare Support Workforce. https://hee.nhs.uk/ (accessed 30 June 2016) Google ScholarJones K, Warren A, Davies A (2015) Mind the gap. http://tinyurl.com/jlgob8g (accessed 30 June 2016) Google ScholarJones K et al. (2016) Meeting the needs of four generations of nurses. Nursing Times 112(21): 12–15 Google ScholarNational Audit Office (2016) Managing the Supply of NHS Clinical Staff in England. http://tinyurl.com/jeok6jd (accessed 30 June 2016) Google ScholarNursing and Midwifery Council (2015) The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives. http://tinyurl.com/zy7syuo (accessed 30 June 2016) Google Scholar FiguresReferencesRelatedDetails 2 July 2016Volume 14Issue 6ISSN (print): 1479-5248ISSN (online): 2052-2835 Metrics History Published online 22 July 2016 Published in print 2 July 2016 Information© MA Healthcare LimitedPDF download

Decentralisation – A Portmanteau Concept That Promises Much but Fails to Deliver? Comment on "Decentralisation of Health Services in Fiji: A Decision Space Analysis"

Decentralisation has been described as an empty concept that lacks clarity. Yet there is an enduring interest in the process of decentralisation within health systems and public services more generally. Many claims about the benefits of decentralisation are not supported by evidence. It may be useful as an organising framework for analysis of health systems but in this context it lacks conceptual clarity and particularly often ignores level context issues given the focus on a principal-agent/vertical centre/local axis or other aspects of limits on autonomy such as standards for professional practice. Both these aspects are relevant in discussing the establishment of "decentralised" health centres in Fiji. In the end decentralisation may be nothing more than a useful descriptive label that can be used in an increasingly wide range of ways but actually have little meaning in practice as an analytical concept.