Search

Afin d'explorer le processus peu documente du developpement de l'identite professionnelle (IP) d'etudiantes infirmieres inscrites a un continuum de formation DECBAC, huit entretiens collectifs (N = 46) ont ete analyses a l'aide de concepts issus du modele psychosociologique de l'IP (Gohier, Anadon, Bouchard, Charbonneau, & Chevrier, 2001). L'analyse de contenu a ete effectuee selon l'approche qualitative de Miles et Huberman (2003). Les situations qui conduisent a une remise en question ou minent le desir de devenir infirmiere de meme que les contextes favorables au developpement de l'IP sont precises. Il s'avere que les stages permettent la mise en pratique de l'IP anticipee dans un contexte securitaire. Les attitudes d'accueil en stage favorisent l'emergence d'une IP affirmee. Le site web devenirinfirmiere.org donne acces aux outils educatifs, aux details sur le projet et a des donnees de recherche. Mots-cles : formation, stages, identite professionnelle, etudiante, infirmiere, cegep, universite Sponsored by the Ministry of Education (Quebec), this research aims at a better understanding of nursing students' professional identity (PI). Forty-six students registered in all levels of a five-year program offered in a joint pre-university (CEGEP) and university program took part in one of the eight focus groups conducted to acquire a better understanding of the specific challenges related to PI development. Gohier et al. (2001) model of psychosocial PI development supported the analysis that made clear how clinical practicum plays a key role in the development of PI of nursing students. The website devenirinfirmiere.org provides access to educational tools, project details and research data. Keywords: internship training, professional identity, student, nurse, CEGEP, university, Introduction Bien que plusieurs etudes rapportent l'experience d'etudiantes inscrites au sein de continuums de formation infirmiere (Cameron, 2003, 2005 ; Houle, 2011 ; Menard, 2010 ; Menard, Jolin, Lachance, Saint-Pierre, [...]

The first operational definition of mentoring in organizations--offered by Kathy Kram in 1985--proposed that mentoring relationships facilitate an individual's professional development through two distinct categories of 'mentoring functions.' (1) Career [...]

School counselors (n = 276) were given a measure of school counseling competencies and standards. About half the participants completed a version of the survey that used the term 'Guidance Counselor' (n = 131) and half completed aversion of the survey that used the term 'School Counselor.' Participants who completed the surveys that used the term 'Guidance Counselor' were statistically significantly less likely to believe that school counselors were able to perform the 25 tasks on the survey. Keywords guidance counselor, labeling, professional identity, school counselor, The establishment of the American School Counselor Association (ASCA) in 1952 marked the formalization of the school counselor's roles, strategies for professional development, resources for research, and advocacy for the [...]

In this article, the authors examine the effect of a National Writing Project professional development model on a group of middle school writing teachers. The authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers' concept of themselves as professionals, as writers, and as colleagues, as well as how this attitudinal change affected their classrooms and students. The authors begin with an overview of recent scholarship on teacher 'empowerment,' efficacy, and the National Writing Project. The authors then explicate their methodology and findings from this 2-year study, including how advanced knowledge builds confidence, how autonomy sustains empowerment, and how support can strengthen teachers, whereas other disempowering forces can negatively affect teacher actions. Implications for other professional development models as well as for future National Writing Project endeavors are included. Keywords professional development, teacher education/development, teacher knowledge, National Writing Project, Introduction In the 1970s, American children learned about government, the English language, and other topics through School House Rock, a series of animated public service announcements. These tools paired catchy [...]

The purpose of this study was to assess the status-quo of the organizational development (OD) at the Jordanian public and private schools from the viewpoint of the its principals by investigating the difference in the OD level at these schools. The study participants consisted of (338) school principals of both genders at Amman Governorate. To measure the difference in the OD level, an instrument encompassing 25 items was developed and distributed over five dimensions as follows: Developing organizational structure, strategy, school culture, technology, and teaching methods. Validity and reliability of the instrument were established. Results of the study showed that the level of OD was moderate in public schools whereas it was high in private schools. Results also showed that there was a significance difference p Key words: Organizational Development, Educational, Organizational Change, Effective Leadership, Public and Private Schools., Introduction Contemporary organizations encounter significant challenges that affect their survival and continuity to a large extent. Among the most important of such challenges; are instability in the surrounding environment, change [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.socscimed.2009.10.065 Byline: David A. Kenny (a), Wemke Veldhuijzen (b), Trudy van der Weijden (b), Annie LeBlanc (c), Jocelyn Lockyer (d)(e), France Legare (f), Craig Campbell (g) Abstract: Doctor-patient communication is an interpersonal process and essential to relationship-centered care. However, in many studies, doctors and patients are studied as if living in separate worlds. This study assessed whether: 1) doctors' perception of their communication skills is congruent with their patients' perception; and 2) patients of a specific doctor agree with each other about their doctor's communication skills. A cross-sectional study was conducted in three provinces in Canada with 91 doctors and their 1749 patients. Doctors and patients independently completed questions on the doctor's communication skills (content and process) after a consultation. Multilevel modeling provided an estimate of the patient and doctor variance components at both the dyad-level and the doctor-level. We computed correlations between patients' and doctors' perceptions at both levels to assess how congruent they were. Consensus among patients of a specific doctor was assessed using intraclass correlation coefficient (ICC). The mean score of the rating of doctor's skills according to patients was 4.58, and according to doctors was 4.37. The dyad-level variance for the patient was .38 and for the doctor was .06. The doctor-level variance for the patient ratings was .01 and for the doctor ratings, .18. The correlation between both the patients' and the doctors' skills' ratings scores at the dyad-level was weak. At the doctor-level, the correlation was not statistically significant. The ICC for patients' ratings was .03 and for the doctors' ratings .76. Overall, this study suggests that doctors and their patients have a very different perspective of the doctors' communication skills occurring during routine clinical encounters. Author Affiliation: (a) Department of Psychology, University of Connecticut, Storrs, CT, United States (b) Department of General Practice, School for Public Health and Primary Care (CAPHRI), Maastricht University, Maastricht, The Netherlands (c) Research Center, HA[acute accent]pital Saint-Francois d'Assise, Centre Hospitalier Universitaire de Quebec, Quebec, Canada (d) Continuing Medical Education & Professional Development, University of Calgary, Calgary, Alberta, Canada (e) Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada (f) Universite Laval, Department of Family Medicine and Emergency Medicine, Faculty of medicine, Campus Universitaire, Quebec City, Quebec, G1K 7P4, Canada (g) Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada

In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than a comprehensive review of the literature, what is presented here is a set of ideas that draw on both past and present efforts at reform. The purpose of this essay is to provoke clarification of what we mean when we talk about practice in relation to learning teaching. The author draws on her own research on the work of teaching from the perspective of practice to represent the nature of the work and to speculate from various perspectives on how that work might be learned. Keywords teaching, practice, teacher education, professional development, In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when learning the work of teaching is supposed to happen. Listening [...]

In this review, the authors trace the evolution of mentoring programs in the United States in business and academe, provide insight on the challenges associated with the study of mentoring, and identify the limited research-based studies o f faculty mentoring programs that currently inform our understanding of this professional development practice in American higher education. The findings indicate that the sophistication of research has not advanced over the past decade. However, evidence does suggest that academe should be cautious in overgeneralizing the findings of studies conducted in corporate cultures. Although mentoring is recognized to be contextual, only recently have investigators considered the impact of organizational culture on the effectiveness of corporate mentoring programs. More rigorous investigation of this practice in higher education is warranted. As more studies point to the need to foster an employment culture that supports mentoring, understanding faculty mentoring programs within the context of their academic cultures is critical. KEYWORDS: faculty, mentoring, mentoring programs, professional development, career development, higher education.

ABSTRACT The National Science Foundation (NSF) supported program, Delta Rural Systemic Initiative (Delta RSI), was designed to initiate and stimulate systemic reform in K-12 mathematics and science to children living [...]

The ways to recognize and work with some of the main challenges in improving the teaching of evidence-based practice in schools of social work are presented.

The various stages of the teacher research group to experience what professional development committed to social justice looks like and sounds like over a four-year period are explored. The complex relationships between professional development and social transformation are discussed.

ABSTRACT Charismatic leaders reject the status quo and have goals, methods and behavior outside the accepted norms for the organization (Conger & Kanungo, 1987; Yukl, 1993), indicating that they would [...]

With 37% of Australia's population living in remote, rural and regional towns with populations of less than 100,000, a long history of social work exists in these communities. Recent impacts [...]