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The article shows a resource paper issued by the Council on Credentialing in Pharmacy (CCP), which serves as a supplement to the CCP's Guiding Principles for Post-Licensure Credentialing of Pharmacists, first adopted in 2011. It also cites several factors to be considered by U.S. health care organizations for accommodating the inclusion of pharmacists for their credentialing and/or privileging programs, such as accredited education and training, scope of services, and peer review mechanisms.

Purpose: This paper seeks to demonstrate the value and critical importance of negotiating skills within the wider context of "employability". It posits that the intensity, rich context, and ambiguity of juxtaposing ancient and modern cases provides a creative, engaging format to stimulate learning about negotiating and power among parties. Design/methodology/approach: This paper is the culmination of teaching undergraduate and graduate business students, as well as continuing education courses, in the USA and New Zealand respectively. The authors developed a participatory, mixed-mode educational simulation. Using thematic analysis of student survey responses, they summarize learning points associated with the suggested teaching case. Findings: An analysis of post-exercise questions suggested six key themes identified by students: value of leadership, self-knowledge, maturity, and judgment; need for creativity, versatility, and adaptability in bridging differences; focus on settlement (rather than absolute win-lose scenarios); managing risk due to uncertainty and unidentified incentives among participants; dire consequences of inflexibility, self-righteousness, and unhealthy ego; and need for increasing negotiating skill proficiency is valuable and timeless. Practical implications: The outlined teaching case is put forward as providing a creative, interesting and rich format to stimulate learning about negotiating and power among parties, as well as team dynamics. Originality/value: The paper outlines a novel teaching tool that allows students to learn and appreciate the dynamics of negotiating in complex environments. (Contains 3 notes.)

Aim: The aim of the study was to identify the nature and extent of scientific research addressing continuing education for advanced practice nurses. Design: A scoping review. Review Methods: The Joanna Briggs Institute's methodology for scoping reviews. Data Sources: Electronic search was conducted on 17 September 2023 via CINAHL, PsycINFO, PubMed, Scopus, Web of Science, Cochrane Library and the Joanna Briggs Institute's Evidence‐Based Practice Database for research articles published between 2012 and 2023. Results: Nineteen papers were included in this review. Scientific research on continuing education for advanced practice nursing roles (i.e. nurse practitioner, clinical nurse specialist) has primarily been conducted in the United States and mostly addresses online‐delivered continuing education interventions for clinical care competency. Most of the interventions targeted nurse practitioners. Conclusion: Continuing education has a pivotal role in supporting advanced practice nursing competency development. In addition to clinical care, future continuing education research should focus on other advanced practice nursing competencies, such as education, leadership, supporting organizational strategies, research and evidence implementation. Implications for the Profession and/or Patient Care: Continuing education programmes for advanced practice nurses should be rigorously developed, implemented and evaluated to support the quality and effectiveness of patient care. Impact: Continuing education for advanced practice nursing roles is an understudied phenomenon. This review highlights future research priorities and may inform the development of continuing education programmes. Reporting Method: PRISMA‐ScR. [ABSTRACT FROM AUTHOR]

Our higher education need to innovate education models and actively connect every member in big social system, for example, enterprises, society and environment. This paper shows some new ideas on innovating educational development based on author's studying experience in UK and in USA.

Literacy studies approaches have tended to adopt a position which enables ethnographic explorations of a wide range of "literacies". An important issue arising is the new challenge required for researchers to capture, manage, and analyse data that highlight the unique character of practices around texts in digital environments. Such inquiries, we argue, require multiple elements of data to be captured and analysed as part of effective literacy ethnographies. These include such things as the unfolding of digital texts, the activities around them, and features of the surrounding social and material environment. This paper addresses these methodological issues drawing from three educationally focused studies, and reporting their experiences and insights within uniquely different contexts. We deal with the issue of adopting new digital methods for literacy research through the notion of a "deep dive" to explore educational tasks in classrooms. Through a discussion of how we approached the capture and analysis of our data, we present methods to better understand digital literacies in education. We then outline challenges posed by our methods, how they can be used more broadly for researching interaction in digital environments, and how they augment transdisciplinary debates and trends in research methods.

Taking an international comparative perspective, the paper seeks to identify conditions that favour or impede participation in continuing higher education (CHE), and to answer the question what lessons can be learned from other countries. To this end we present selected findings of a secondary analysis of data from seven countries and systematically relate them to the country-specific institutional context. Our analysis suggests that the present situation and the future development of CHE are strongly path-dependent and context-bound. This systemic character of CHE restricts the transferability of particular features of a country's CHE system. Nonetheless, there remain several lessons to be learned from other countries.

In 2006, a study involving institutional members of the Canadian Association of University Continuing Education (CAUCE) was conducted by the CAUCE Information and Research Committee working in collaboration with the Research Committee of the Association of Continuing Higher Education (ACHE). The survey had been previously completed by institutional members belonging to ACHE in the United States. This paper describes the survey findings and offers possible explanations of important differences related to respondent profile, type of institution by funding, and the extent of credit programming offered by the responding institutions. Differences related to learning modalities are also discussed. Further joint surveys involving CAUCE and ACHE members as well as international research initiatives sponsored by the two organizations are recommended. (Contains 17 tables.)

In this paper, we describe the outreach and engagement movement in the United States and explore the implications of this movement for university continuing education units in Canada. Across the United States, major universities have adopted the vocabulary of "outreach and engagement" to foster a shift in the relationships of those universities with communities and organizations beyond the traditional boundaries of the institution. This vocabulary has its roots in the work of Ernest Boyer (1990, 1996) and the Kellogg Commission on the Future of State and Land-Grant Universities (1999, 2000). In the past decade, many American universities have adopted new leadership and organizational structures to make an operational commitment to outreach and engagement. In Canada, university continuing education units have traditionally been involved in activities that fit within the concept of outreach and engagement, and leaders of such units should consider the implications of the outreach and engagement movement. (Contains 1 figure and 1 table.)

Purpose: To identify how speech‐language pathologists (SLPs) in the United States are screening for and identifying dysphagia. To do this, we examined the approaches most often used to screen for dysphagia and the influence of contextual factors such as setting, continuing education and means of staying up to date with the most current literature on screening approaches. Method: A web‐based survey composed of 32 questions was developed and field tested for content, relevance and workflow. The survey was distributed online, via social media, online SLP forums and through the American Speech‐Language‐Hearing Association's Special Interest Group 13 (swallowing disorders). One hundred and thirty‐seven clinicians from the United States completed the survey and were included for analysis using descriptive statistics and linear regression modelling to assess associations of continuing education and years practicing with screening protocols and consumption of evidence. Results: Respondents worked in a variety of settings, including acute care, skilled nursing facilities, and inpatient rehabilitation. Most respondents worked with adult populations (88%). The most common screening protocols reported were a volume‐dependent water swallow test (74%), subjective patient report (66%), and trials of solids/liquids (49%). Twenty‐four percent (24%) reported using a questionnaire, the Eating Assessment Tool (80%) being most common. How clinicians consume their evidence was significantly associated with the types of screening approaches used. Continuing education hours were significantly associated with dysphagia screening protocol choice (p < 0.001) and how clinicians stayed up to date with evidence (p < 0.001). Conclusions: Results from this study provide an in‐depth look at the choices clinicians are making in the field regarding how to effectively screen patients for the presence of dysphagia. Contextual factors such as evidence base consumption patterns should serve researchers to continue seeking alternative ways to share evidence with clinicians, accessibly. Associations between continuing education and protocol choice show the need for continued evidence‐based and high‐quality continuing education opportunities. WHAT THIS PAPER ADDS: This study provides an in‐depth look at the choices clinicians are making in the field regarding effective dysphagia screening practices. Clinician screening choices are examined with contextual factors such as evidence base consumption patterns and continuing education. This paper increases knowledge of the most used dysphagia screening practices and context for clinicians and researchers to improve use, evidence and dissemination of best practices. [ABSTRACT FROM AUTHOR]

Discusses developments in library and information science education in Canada and the United States. Topics covered include schools' change of emphasis from "library" to "information," interdisciplinary programs, specialization, joint degrees, and continuing education. (CDD)

Commonalities between the late nineteenth- and late twentieth-century U.S. society emphasize the idea of diversity as the basis of unity. Programs to encourage minority adult participation in education must address the serious problems of immigrants and minorities while respecting cultural identity. (36 references) (SK)

Shares thoughts on the importance and benefits of continued learning in the U.S. paper industry. Assertion that continued learning allows everyone to better themselves, to be something and to be broader and more tolerant; Recognition of the Learning agenda of the Paper Industry Management Association (PIMA) during the industry's 2005 leadership conference in Nashville, Tennessee; Offer of the many opportunities by the PIMA for enhanced learning.

Reports on major topics to be discussed at the 2004 Leadership Conference of the Paper Industry Management Association in New Orleans, Louisiana. Focus on continuing education; Profit improvement; Industry trends; Innovation in management; Manufacturing reliability and maintenance; Information technology.

Discusses the growth of university programs aimed at bridging the transition of women from home to the labor force or to further education and training in the United States. (SK)

Montana, a predominantly rural state, with a unique blend of geography and history, low population density, and cultural diversity represents the challenges for program development and implementation across remote areas. The paper discusses two statewide multidisciplinary geriatric education programs for health professionals offered by the recently established Montana Geriatric Education Center (MTGEC); use of telecommunications technology; collaborations with Geriatric Education Centers (GECs) and the Montana Healthcare Telemedicine Alliance (MHTA); and training outcomes, insights, and implications for continuing education of health professionals who practice in hard-toreach regions. In addition, data from a statewide needs assessment are presented specific to preferred format. The MTGEC training model that combined traditional classroom and videoconference increased attendance by twofolds and may be adapted in other regions to train providers in remote areas of the U.S. [ABSTRACT FROM PUBLISHER]

This paper adopts a narrative approach to how I employ self-study as a way to examine and reexamine my own learning experiences and develop a critical consciousness of education as an emerging educational researcher in the United States. The narrative self-study unravels my struggle as an international doctoral student and my awakening to educational inequity by constantly challenging my previous understanding through critical reflection. The paper discusses the importance of using self-study to understand education in a broader context, step out of isolation, and connect with other educational researchers for a change to occur. The conclusion highlights the need for international doctoral students to understand their own agency and become educational researchers and full human beings. [ABSTRACT FROM AUTHOR]

Whether encouraging successful ageing or labelling one as a stereotypical senior citizen, messages surrounding ageing pervade the daily lives of older adults. However, as a social status, age remains primarily in the background of older adults' conversations, only being drawn into the focus when one is identified as older. This paper draws on interviews with members and staff of an Osher Lifelong Learning Institute (OLLI) in the southeastern United States of America in order to examine the ways that they discuss age and ageing. These older adults' ageing talk often focused on navigating away from negative ideas about age and avoiding labels deemed pejorative. Humour was occasionally used in identifying age, which carried potential for reinforcing as well as subverting ageism. Yet, members highlighted positive value in being older, particularly as demonstrated through participation in age-segregated education. Overall, these findings reflect the conflicting influences of deeply embedded ageist beliefs and personal desires to age successfully among this group of white, upper-middle-class, educated older adults. Ultimately, OLLI served as a protective environment for these privileged individuals, shielding the self from stereotypes otherwise present in ageing talk. [ABSTRACT FROM AUTHOR]

In the United States, adult and workforce education (AE) seems to be located, simultaneously, both everywhere and nowhere in particular. Ongoing shifts in national economic demands and changes in requirements for training and education have brought learning in the adult years into the federal public policy arena. Sometimes referred to as lifelong learning, AE has proven to be a somewhat vague concept as a basis for federal policy formulation, but its existence signals an important federal locus of responsibility for learning in adulthood. This historical examination of the AE policy domain offers a review of the formulation, and more specifically how AE policy has been framed, where AE policy originated, and its progression over time. Primary U.S. legislative documents, federal agency reports, and federal white papers spanning the years 1862 to 2014 were reviewed to present a survey of the AE policy area. [ABSTRACT FROM AUTHOR]

Background: The Society of American Gastrointestinal and Endoscopic Surgeons (SAGES) has recently developed and announced its Masters Program that aims to address existing needs of practicing surgeons for lifelong learning and consists of eight clinical pathways each containing three anchoring procedures. The objective of this study was to select the seminal articles for each anchoring procedure of these pathways using a systematic methodology.Methods: A systematic literature search of Web of Science was conducted for the most cited articles for each of the anchoring procedures of the SAGES Masters pathways. The most relevant identified articles were then reviewed by expert members of the relevant SAGES pathway committees and task forces and the seminal articles chosen for each anchoring procedure using expert consensus.Results: 578 highly cited articles were identified by the original search of the literature and the seminal articles were selected for each anchoring procedure after expert review and consensus. Articles address procedural outcomes, disease pathophysiology, and surgical technique and are presented in this paper.Conclusions: We have identified seminal articles for each anchoring procedure of the SAGES Masters program pathways using a systematic methodology. These articles provide surgeon participants of this program with a great resource to improve their procedure-specific knowledge and may further benefit the larger surgical community by focusing its attention to must-read impactful work that may inform best practices. [ABSTRACT FROM AUTHOR]

Little is known about how athletic trainers (ATs) learn clinical documentation, but previous studies have identified that ATs have a need for more educational resources specific to documentation. To obtain ATs' perspectives on learning clinical documentation. Qualitative study. Web-based audio interviews. Twenty-nine ATs who completed 2 different continuing education (CE) clinical documentation modules. Participants averaged 36.2 ± 9.0 years of age and included 16 women and 13 men representing 21 US states and 8 clinical practice settings. Participants were recruited from a group of ATs who completed 1 of 2 web-based CE clinical documentation modules. Within 3 weeks of completing the educational modules, participants were interviewed regarding their perceptions of how they learn clinical documentation, including their experiences completing the modules. Using the Consensual Qualitative Research approach, 3 researchers and 1 internal auditor inductively analyzed the data during 5 rounds of consensus coding. Trustworthiness measures included multianalyst triangulation, data source triangulation, and peer review. Two themes emerged from the data, including (1) mechanisms of learning documentation and (2) benefits of the educational modules. Athletic trainers primarily learn documentation through professional education and workforce training, but training appears to be inconsistent. Participants perceived that both educational modules were effective at increasing their knowledge and confidence related to learning documentation. The CE modules incited a growth mindset and intention to change behavior. Athletic trainers are satisfied with web-based CE learning experiences specific to clinical documentation and may benefit from more CE offered in these formats. Educators are encouraged to integrate clinical documentation principles throughout the curriculum during both didactic and clinical education. Workforce training is also valuable for improving knowledge and skills related to clinical documentation, and employers should onboard and support ATs as they start new positions. [ABSTRACT FROM AUTHOR]

Background: Physical agent modalities (PAMs) are used by occupational therapists to prepare for or facilitate participation in purposeful activities. However, little has been published in the last quarter century regarding how U.S. occupational therapists use and are prepared to use of PAMs in contemporary clinical practice. In this study, U.S.-based occupational therapists were surveyed regarding their use of PAMs, preparation for use, and perceptions of that preparation. Methods: Survey data was collected from a purposive sample of 141 U.S.-based occupational therapists and occupational therapy assistants as part of this exploratory-descriptive, mixed-methods study. Thematic and descriptive statistical analyses were completed using quantitative and qualitative data. Results: Quantitative data provided a current profile of types, frequency, and settings in which PAMs are used, along with sources and perceptions of training. Qualitative data yielded three themes, including (a) benefit of experiential learning, (b) benefit of continuing education, and (c) relative adequacy of entry-level training. Conclusions: Findings from this study serve as an initial step in understanding contemporary use of PAMs in clinical occupational therapy practice. Further study is needed to expand the knowledge base in the profession and support an evidence-informed approach to care. [ABSTRACT FROM AUTHOR]

Athletic trainers (ATs) appreciate the accessibility of web-based continuing education (CE) opportunities. ATs describe needing more CE opportunities related to clinical documentation, but the effectiveness of CE in this content area has not been studied. Obtain ATs' perceptions of their experiences accessing web-based CE specific to clinical documentation. Qualitative study. Web-based audio interviews. Twenty-nine ATs, averaging 36.2 ± 9.0 years of age, including 16 women and 13 men who represented 8 different clinical practice settings. Participants previously completed 1 of 2 web-based CE modules specific to clinical documentation, a personalized learning pathway (PLP) or passive reading list (PAS). After completing the modules, 1 investigator interviewed each participant regarding their experiences accessing and completing the modules. Following the Consensual Qualitative Research approach, 4 investigators (3 primary coders and 1 internal auditor) inductively analyzed the interview transcripts. We completed 5 rounds of consensus coding and finalized themes and supporting categories. We identified 2 themes: (1) structure and (2) barriers to completing the modules. Although both groups were satisfied with the content of the modules, PLP participants were more satisfied with the structure and experience of accessing the resources than the PAS participants. PLP participants enjoyed the engagement of the variety of resources included, whereas PAS participants inconsistently accessed reading materials based on personal preference. Both groups described time as a barrier to completing the modules, and some participants experienced technology barriers. ATs value web-based CE opportunities that compile information related to a topic. Learners find a variety of learning formats, including videos, case studies, knowledge checks, and reflection prompts, to be more engaging than only reading materials. Although time continues to be a barrier to completing CE, offering accessible and engaging learning opportunities improves satisfaction with completing CE. [ABSTRACT FROM AUTHOR]

This survey investigates artificial intelligence (AI) literacy among academic library employees, predominantly in the United States, with a total of 760 respondents. The findings reveal a modest self-rated understanding of AI concepts, limited hands-on experience with AI tools, and notable gaps in discussing ethical implications and collaborating on AI projects. Despite recognizing the benefits, readiness for implementation appears low among participants. Respondents emphasize the need for comprehensive training and the establishment of ethical guidelines. The study proposes a framework defining core components of AI literacy tailored for libraries. The results offer insights to guide professional development and policy formulation as libraries increasingly integrate AI into their services and operations. [ABSTRACT FROM AUTHOR]

The article highlights the U.S. Supreme Court's decisions at the end of its extended term, which concluded on July 1, 2024. Topics include the overturning of the Chevron doctrine in Loper Bright Enterprises v. Raimondo, the implications of this ruling on future legal challenges to federal regulations, and the Court's dismissal of significant cases such as Moyle v. U.S. and Idaho v. U.S., as well as the rejection of a challenge to abortion pill access.

Purpose This paper aims to review content provided in an article published in 1993 to determine if there is still a need to provide information services to American Indians living away from their homeland areas.Design/methodology/approach The design involved reviewing the content and recommendations provided in the 1993 article and then to update this content by reviewing updated US Census data, a literature review and observed examples based on personal observations and experiences.Findings The paper found that there is still a need for services due to increased American Indian population. While more American Indian librarians are employed, there is still a need for all librarians to learn how to serve this population.Originality/value While the article reviews content from 1993, it provides original perspectives and adds additional evaluation criteria. [ABSTRACT FROM AUTHOR]

In this paper the research team proposes that classroom-based teacher training is more effective when embedded in the instructional context of the classroom. Instructional context can be defined as the relation between academic instruction and motivation to learn. Hence, we were interested in understanding how the classroom-based professional development training provided to teachers who integrated Crystal Island, a game-based learning environment, influenced teaching, learning and motivation. [ABSTRACT FROM PUBLISHER]

Purpose: Interprofessional continuing education (IPCE) health care educators must plan activities as members of interprofessional teams and deliver activities to an interprofessional audience. Evidence in the literature suggests they are not well prepared to meet this challenge. This paper reviews one strategy to improve the knowledge, skills, attitudes, and practices of IPCE educators. Methods: Seven faculty development workshops were conducted within the USA, Europe, Asia, and the Middle East. Approximately 250 learners participated in the workshops in total, with 107 in an IRB-approved research study. Results: From the research cohorts demonstrated improved knowledge and skills over a 12-month period. Knowledge and skills scores increased most significantly from baseline to 3 months and remained above baseline at 6-12 months. The workshop was not an effective strategy to improve attitudes towards IPCE, though attitude scores were already high prior to participating. Conclusions: All participants actively engaged in the workshops. There were no observed differences in engagement by geographic region, gender, age, or profession. Participants stated they were better able to understand the roles of other team members; perspectives of patients, families, and caregivers; and their own roles on clinical teams. Participants described gaining a new appreciation for the complexity of designing IPCE. [ABSTRACT FROM AUTHOR]

Continuing education (CE) provides community healthcare practitioners an opportunity to develop and maintain competence after their initial training is complete. With increasing clinical demands and limited resources for practicing community providers, the need for easily accessible, high-quality continuing education is in growing demand. Also, given the aging of the U.S. population, CE that addresses the complex care needs of older adults is of critical importance. These CE opportunities are particularly needed in rural areas where physicians typically maintain a single-physician private practice and are unable to leave their patients to attend in-person CE. Unfortunately, access to CE with geriatrics-focused content can be challenging in rural communities where opportunities may be limited and access to administrative, financial, and technological resources and/or support are minimal (Hendrickx and Winters 2017). To meet this identified need, the University of Alabama at Birmingham (UAB) Geriatric Education Center (GEC) and UAB Reynolds Program partnered with the UAB Division of Continuing Medical Education (CME) to develop enduring interprofessional geriatrics education modules (i-GEMs), a web-based geriatrics-focused CME curricula to be disseminated through a previously established on-line portal with 1000+ community physician members. The UAB GEC and Reynolds Program recognized the need for geriatrics-focused CE for other health professionals and worked with the Division of CME to expand the portal to include CE opportunities for additional healthcare professionals (examples include nurses, occupational therapists, physician assistants, and social workers). To ensure that participants of UAB GEC and Reynolds Program curriculum were able to locate the developed content, a geriatrics-specific sub-portal was established. With the expansion of the CME portal, the UAB GEC also identified that to create versatile and interprofessional content, a different approach would be required to develop i-GEMs that would applicable to all targeted healthcare professionals. To meet this new need, the UAB GEC incorporated the development of i-GEMs as a scholarly project into their year-long faculty development program to establish a pipeline for ongoing geriatrics-focused IPE modules. This paper describes the development of the interprofessional CE content, the partnership between the UAB GEC and Reynolds Programs with the Division of CME, as well as the utilization of the i-GEMs by practicing healthcare professionals. [ABSTRACT FROM AUTHOR]

Abstract: This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K‐12 teachers who were awarded digital badges in Spring 2016. In addition, qualitative data was collected through semi‐structured interviews with a smaller sample. An analysis of the data suggests that teachers had a favorable view of receiving digital badges and many shared their badges through digital media. This paper also describes how the digital badges were shared, the impact digital badges may have on teachers' choices for professional development, and teachers' perspectives on current and future uses of digital badges. [ABSTRACT FROM AUTHOR]

This article investigates Elmer G Beamer’s (1909–2000) activities at the American Institute of Certified Public Accountants (AICPA) during a 30-year period beginning in the 1950s, using a theoretical lens from the sociology of professions literature. Beamer was born in Cincinnati, Ohio, in 1909 and trained as an accountant with Haskins & Sells after graduating from high school. He stayed with the same firm throughout his career and rose to the position of partner. While in public practice, Beamer gave unselfishly of his time to the profession. As a member of the AICPA, Beamer chaired the Committee on the Common Body of Knowledge of CPAs (Certified Public Accountants), Committee on Education and Experience Requirements, and the Ad Hoc Committee on Continuing Education. The goal of the three committees was to establish a common body of knowledge for accountants in public practice. Beamer’s efforts resulted in the 150 credit-hour requirements for CPAs and the mandate for yearly continuing professional education for accountants to maintain an active CPA license in the United States. The article draws on archival material from the Elmer G. Beamer Papers Collection at the University of Florida. The collection contains over 500 items of Beamer’s personal correspondence, committee memorandums, and writings. The article concludes with a discussion of the empirical narrative and Beamer’s role in the larger context of the professionalization of the accounting discipline in the United States. [ABSTRACT FROM AUTHOR]

In this paper, the author examines lessons from massive open online courses (MOOCs) for small liberal arts colleges (LACs) in the United States. While some consider MOOCs a threat to LACs, they can also be seen as a provocation to spur small institutions to improve their offerings and assert their place in the higher education landscape. The paper examines how LACs might draw on the best tools, approaches, and structures emerging from the MOOC revolution in order to help students build lifelong learning habits. [ABSTRACT FROM AUTHOR]

Preventing the negative consequences of prenatal exposure to alcohol remains an unmet challenge. This paper presents the results of a workshop, designed to increase the implementation of fetal alcohol spectrum disorders (FASD) prevention interventions in 8 counties of New York. The workshop was based on constructivist learning theory and used the Population-Based Public Health Nursing Intervention Model as the structure for discussing potential interventions. The number and type of FASD interventions implemented were determined by surveys sent out postworkshop to 167 participants. At 4 months postworkshop, 37 participants reported implementing 226 primary, secondary, and tertiary interventions in 74 different worksites. The results indicate that incorporation of constructivist learning theory shows promise for future public health and continuing education programs aimed at changing or enhancing practice. [ABSTRACT FROM AUTHOR]

The feminisation of migration is absent in policy and programmatic discourses on adult education in the USA and England. This paper uses an intersectional framework and feminist transnational methodology to probe this concept and its implications for women migrants and their education and advancement. [ABSTRACT FROM AUTHOR]

This research study assesses preservation education offered by continuing education (CE) providers in the United States. Educators teaching preservation workshops for regional field service organizations and other local and regional preservation networks were surveyed about the type and number of workshops offered, content of preservation offerings, audience, faculty resources, future plans for curricula, and availability of continuing education credits. The investigators hypothesize that preservation workshops offered by CE providers serve multiple purposes for the library and archival science professions, becoming not only an avenue for professionals to continue to develop or reinforce their knowledge and skills in preservation, but also often the primary source of rudimentary preservation education for library and information science professionals and paraprofessionals. This paper reviews the literature relevant to the study of preservation in the CE environment, describes the research methodology employed in designing and conducting the survey, presents the resulting data, and analyzes the trends revealed by the data in order to understand more fully the goals and objectives of CE in preservation during the last decade and to gauge future directions of the field. This paper concludes by presenting plans for further research, which will expand upon initial findings of this survey. [ABSTRACT FROM AUTHOR]

This paper asserts that Continuing Education aimed at equipping Christian leaders (lay and ordained) to carry out their ministries in the midst of America's increasing religious diversity in a way that views this diversity positively must be two-pronged: (1) it must provide accurate information about the beliefs and practices of the neighbors, and (2) it must provide theological resources rooted in Christian scripture and tradition. As this paper explores a variety of models, it reflects on the difficulty of holding these two goals together and the problems inherent in attempting to measure what such Continuing Education programs and events accomplish. In considering ways forward, it offers a Christian theology of religious difference informed by notions of neighbor-love. [ABSTRACT FROM AUTHOR]

This paper reviews the experience of evaluating a cultural competence workshop series for social workers practicing in a mental health care setting. The study used a pretest-posttest nonequivalent comparison group design, and evaluation was based on both quantitative and qualitative data collections. Between subjects analyses suggested that there were no differences between the intervention and comparison group after the intervention was completed, hut within-subjects analyses revealed that the intervention group had made superior gains in their scores on the Awareness subscale of the Multicultural Counseling Inventory. Qualitative data contributed additional information about important individual and group processes that affected the experience of training and contributed to self-reported outcomes from training. The study suggests that evaluating process and outcomes of training at both the individual and group levels may be particularly important to understanding how cultural competence develops for social work practitioners in interdisciplinary settings. [ABSTRACT FROM AUTHOR]

Continuing education is vital for new librarians to gain skills and knowledge beyond library school. Professional development offered free in an online environment is often the best option for staying current on the issues and trends necessary for young librarians to grow and flourish. This paper presents a case study of an online professional development series for new librarians implemented by the Online Programs Committee of the American Library Association's New Members Round Table. [ABSTRACT FROM AUTHOR]

Social work practice is regulated in all the 50 USA, 10 Canadian Provinces, Great Britain, and Australia, to name a few. Though practitioners, educators, and researchers are increasingly attentive to regulatory dynamics, there remains a dearth in the literature related to social work licensing, specifically within the context of social work education. This exploratory study examined the US graduate social work students’ (N = 223) general knowledge and perceptions about social work licensing. Data suggest that though students value and have a desire to be licensed, some ambiguity and ambivalence persist around the topic. This paper explicates key findings and discusses implications derived from this study. [ABSTRACT FROM PUBLISHER]

Presents news briefs on structural and forensic engineering in the U.S. as of August 2005. Information on research papers on the performance of the Pentagon building in response to the terrorist attack of September 11, 2001; Plan of the Technical Council on Forensic Engineering (TCFE) to hold a Forensic Engineering Congress in Chicago, Illinois; Subjects included in the continuing education courses related to the practice of forensic engineering offered by the TCFE Committee on Education.

The prevalence of children exposed to a potentially traumatic event (PTE), or Adverse Childhood Experience (ACE) is high, with exposure to long-lasting and severe PTEs and ACEs associated with negative health outcomes. Health care professionals who predominantly work with the paediatric population have limited training on how to screen, assess, and treat children after exposure. This study aimed to assess differences in learner outcomes between three healthcare provider types (PCPs, behavioural health providers, and other care team members [e.g. nurses, community health workers]) after participating in a continuing education programme designed to improve health outcomes of paediatric patients experiencing trauma. Learner outcomes were assessed as pre- and post-series changes in self-reported knowledge, self-efficacy, skills, and attitudes related to the programme's learning objectives. Self-reported learner outcomes of 31 participants revealed significant increases in knowledge among all provider types, and significant increases in self-efficacy and skills for behavioural health providers and care team members. Additionally, results revealed that behavioural health providers significantly outperformed medical providers in self-efficacy and skills outcomes. These findings suggest that interprofessional continuing education programmes to enhance trauma care can be successful at training PCPs, behavioural health providers, and care team members, but learner outcomes may vary by discipline. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic shed light on the burden of behavioral health conditions prevalent in the United States (U.S.). Consequently, there is a behavioral healthcare provider shortage, particularly in rural areas, to support this need. Recently, primary care providers (PCPs) have shifted to incorporate behavioral health to their practice. However, many PCPs lack knowledge and skills to successfully manage their patients' behavioral health conditions. In response to the need for effective behavioral healthcare across the U.S. Weitzman ECHO launched the Advanced Primary Care (APC ECHO) Adult Psychiatry Module to provide continuing education (CE) for rural PCPs. This study presents the results from the APC ECHO pilot to demonstrate how CE can support PCPs in addressing their patients' mental health needs. Evaluators used a one-group repeated measures study design to assess the APC ECHO Module and understand learner outcomes and individual practice changes. Participant characteristics and individual practice changes were summarized using descriptive statistics, with support from open-ended responses to illustrate findings. Repeated measures analyses of covariance were applied to compare the differences in pre- and post-module learner outcomes. A total of 18 providers participated in the study, with the majority encompassing medical providers (72.2%). There was a significant increase in knowledge (pre-module: 21.11 + 6.99; post-module: 25.08 + 5.66; p < .01), self-efficacy (pre-module: 6.89 + 3.05; post-module: 9.78 + 3.25; p < .01), and skills (pre-module: 7.67 + 4.03; post-module: 10.06 + 3.23; p < .05) gained over the duration of the ECHO module. Additionally, participants indicated they are applying best practices learned through the module to their patients experiencing psychiatric conditions (3.96 + 0.09). This study suggests that tailored CE for PCPs can promote an increase in knowledge, self-efficacy, and skills to apply best practices when treating patients with behavioral health conditions. This, in turn, allows patients to receive more comprehensive care and mitigates access barriers, especially for rural populations. [ABSTRACT FROM AUTHOR]

Limited attention has been devoted to the cultural and practice competencies needed by occupational therapy and physical therapy professionals who provide services to farming families impacted by chronic health or disability issues. Agricultural occupational safety and health should represent a continuum of services responsive to individuals, families, and agricultural communities across a life span and range of health status changes. Physical rehabilitation professionals have a key role in impacting an agricultural producer’s sense of self-efficacy and capacities for returning to agricultural living and work. However, demonstration of competency is essential in providing person-centered rehabilitation services of assessment, evaluation, treatment planning, interventions, referrals, and discharge issues. The paper highlights methods utilized by a state AgrAbility program and a former National AgrAbility Project to develop a model of continuing education programming for occupational and physical therapists that evaluate and treat agricultural workers after acute injury or exacerbation of chronic health conditions. [ABSTRACT FROM AUTHOR]