Continuing education needs in school psychology.

A continuing education survey sent to 250 school psychologists in upstate New York investigated interest in professional development programs, appropriate formats for continuing education, and opinions on topical priorities. Results from 138 respondents show that 95% of them would attend a continuing education institute if it were in an area of interest. Practitioners' specific format preferences for professional development programs are outlined. The topic priorities appear to conform to skill needs created by federal legislation affecting special education, thus supporting the contention that continuing education needs in school psychology may be a widespread phenomenon. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines on multicultural education, training, research, practice, and organizational change for Psychologists.

Presents the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. These guidelines reflect the continuing evolution of the study of psychology, changes in society at large, and emerging data about the different needs of particular individuals and groups historically marginalized or disenfranchised within and by psychology based on their ethnic/racial heritage and social group identity or membership. These guidelines reflect knowledge and skills needed for the profession in the midst of dramatic historic sociopolitical changes in US society, as well as needs of new constituencies, markets, and clients. The specific goals of these guidelines are to provide psychologists with (a) the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change; (b) basic information, relevant terminology, current empirical research from psychology and related disciplines, and other data that support the proposed guidelines and underscore their importance; (c) references to enhance ongoing education, training, research, practice, and organizational change methodologies; and (d) paradigms that broaden the purview of psychology as a profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The tragus as a donor area of cartilage grafts: anatomic study

The American Dental Association (ADA) has developed many resources to address growing concerns regarding HIV (human immunodeficiency virus) issues in dental practice, including continuing education courses, workshops, journal articles, and monographs. In addition, the ADA Council on Dental Practice has established a network for dentists with HIV/AIDS (acquired immune deficiency syndrome). The network has been named PEERS, which stands for Prevention, Education, Ethics, Resources, and Support. This paper provides guidelines for developing programs in each state to address the needs of dentists with HIV/AIDS.     

Corporate funding and conflicts of interest: A primer for psychologists.

A presidential task force on external funding was established by the American Psychological Association (APA) in 2003 to review APA policies, procedures, and practices regarding the acceptance of funding and support from private corporations for educational and training programs; continuing education offerings; research projects; publications; advertising; scientific and professional meetings and conferences; and consulting, practice, and advocacy relationships. This article, based on the Executive Summary of the APA Task Force on External Funding Final Report, presents the findings and unanimous recommendations of the task force in the areas of association income, annual convention, research and journals, continuing education, education, practice, and conflicts of interest and ethics. The task force concluded that it is important for both APA and individual psychologists to become familiar with the challenges that corporate funding can pose to their integrity. The nature and extent of those challenges led the task force to recommend that APA develop explicit policies, educational materials, and continuing education programs to preserve the independence of psychological science, practice, and education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education of health professionals: proposal for a definition of quality

The present reality of continuing education of health professionals is briefly reviewed: what it can and cannot do and how it differs from preparatory professional education. It is hoped that the application of educational theory and the analysis of the successes and failures of continuing education of the past will result in continuing education being an effective bridge between academia and practice. From a study of educational theory, of adult learning, of management, and of past experience, a model was developed. The model describes quality continuing education and encourages the health professional to assume personal responsibility for learning. The listed elements of quality can be used to introduce a measure of quality to the planning and implementation of continuing education activities. Agencies responsible for the quality of continuing education activities can use the elements to assess activities, products, and services.     

What do survivors of congenital diaphragmatic hernia look like when they grow up?

Health professionals in rural and remote areas of Australia are disadvantaged when accessing continuing education. Their geographical isolation influences attendance at seminars, workshops and even informal discussions with colleagues. This paper describes the strategies adopted to meet the continuing education needs of a group of health professionals working in diabetes education and discusses how other specialist areas can provide similar educational opportunities. The education programs for isolated health professionals involved in diabetes care in South Australia were created by a team, and the resources of their associated institutions. Formal working agreements were established to achieve the aim of relevant continuing education for rural health professionals and to ensure ongoing ventures. All programs have been positively received, and evaluations identify the need to develop other, related subjects. Future developments will further utilise advances in technology to extend access and add to the current modes of education delivery. It is the intention of this group to continue to develop practice-based subjects capable of meeting rural health practitioners' needs and thus enhance the quality of care in rural and remote communities.     

The estimation of population pharmacokinetic parameters using an EM algorithm

A questionnaire was mailed to locally trained Division One dental surgeons. The questionnaire was designed to assess the practice of orthodontics, the undergraduate orthodontic curriculum in relation to the dental practitioner and continuing orthodontic education. The results showed that the undergraduate orthodontic curriculum was of limited use to the practitioner and that there was a need for a continuing orthodontic education programme. Information pertaining to various aspects of orthodontic practice was presented.     

The commodification of specialty nurse education

The nexus between tertiary nursing education and employment was strengthened during the 1990s when universities became involved in delivering a plethora of specialty graduate certificates and diplomas which largely replaced hospital-based post-registration courses. These university-based courses can be seen as contributing to the commodification of education as well as the legitimisation of a stratification of nursing knowledge through which biological sciences and experiential knowledge remain privileged. In the development of specialist nurse education courses, it is vital there is an accompanying examination of whose interests are being served by the models adopted. In particular, there is a need to contest the dominance of service needs in shaping nurse education. Rather than continuing to respond with uncritical acceptance of courses that are characteristically highly technical and vocational in nature, nursing needs to explore curriculum models that enable students to choose their course pathways to develop their practice. It is argued that nurse academics are complicit in reproducing power relations which continue to subjugate nurses within medical and economic discourses.     

General practitioners' opinions of continence care training

AIMS: To examine general practitioners' confidence in the diagnosis and management of urinary incontinence, to define their unmet continence training and educational needs, and to evaluate the current provision of continence care in general practice, including the role of practice nurses. METHODS: A pre-tested postal questionnaire was sent to 600 general practitioners throughout New Zealand to obtain information about their demography and training in incontinence management, their confidence in diagnosis and treatment, and their perceptions of met and unmet educational needs in continence care. They were also asked about current provision of continence promotion in their practice and their views on the role of practice nurses in caring for incontinent patients. Confidence data were recorded on five point scales and analysed using chi square tests. Cluster analysis was used to describe groups with different opinions on practice nurses' roles. RESULTS: The response rate from eligible contacts was 81.3%. Although most respondents provide continence care, only 2.6% offered special clinics for continence promotion. Fewer than half felt confident to diagnose the causes of incontinence. Confidence in managing incontinence in children was consistently lower than for other incontinence presentations. There was no difference by sex in confidence in caring for incontinent patients although female respondents were more likely to consider management of continence care part of a practice nurse's role (chi 2 = 47.5, p < 0.01) and to routinely ask well women about incontinence (chi 2 = 243.6, p < 0.01). Most respondents (71.9%) could not remember having had any formal training in the management of incontinence at either undergraduate or postgraduate level. Recall of postgraduate education was associated with greater levels of confidence in management of continence problems. There was general agreement that it was appropriate to include training in continence management in vocational and continuing medical education. CONCLUSION: A substantial proportion of general practitioners perceive a lack of adequate medical training in incontinence care at both undergraduate and postgraduate levels. There is a need for improved education for both general practitioners and practice nurses.     

The AASPB story: The beginnings and first 16 years of the American Association of State Psychology Boards, 1961–1977.

At its inception 16 yrs ago, the American Association of State Psychology Boards (AASPB) identified and made provisions to facilitate dealing with the major needs of psychology examining boards in the states and the Canadian provinces. Attention has been given to legal issues, a national examination to help evaluate entry competence, mobility of psychologists across state jurisdictions, communication among boards and within AASPB, continuing education, insurance reimbursement, standards of training and supervision, and problems arising from federal and other initiatives affecting the professional practice of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information retrieval patterns and needs among practicing general surgeons: a statewide experience

Information retrieval has progressed from a reliance on traditional print sources to the modern era of computer databases and online networks. Surgeons, many from remote areas not served by professional medical libraries, must develop and maintain skills in information retrieval and management in both electronic and standard formats. One hundred thirty-three New Mexico general surgeons were surveyed to identify their information-seeking patterns in five areas: retrieval purposes, retrieval sources, barriers to access, techniques used, and continuing education needs. Ninety-nine (74.4%) surgeons responded to the survey. Ninety-five percent utilize professional meetings, the medical literature, and physician colleagues as information sources. Only 17% utilize the outreach services of the state's only medical school library. Common retrieval barriers were practice demands (71%), isolation from medical schools (30%), computer illiteracy (28%), and rural environment (25%). Continuing education topics related to information management would be valuable to 61% of the surgeons. Sixty-nine percent believe their current ability to access biomedical information is adequate, despite most frequently accessing their personal libraries for information related to decision-making or patient management. These data suggest that, despite significant information needs, surgeons have not embraced newer forms of information retrieval. It is imperative that surgeons acquire and maintain modern information retrieval skills as a means of remaining up-to-date in their profession. Professional surgical organizations and medical librarians should collaborate on these continuing education ventures.     

Prevention of infection in the immunocompromised host

The Association for Professionals in Infection Control and Epidemiology, Inc, is accredited as a provider of continuing education in nursing by the American Nurses Credentialing Center's Commission on Accreditation. This learner-paced study package is designated for 1.1 contact hours. APIC's California nursing provider number is CEP 7146. This continuing medical laboratory education activity is recognized by the American Society of Clinical Pathologists as meeting the criteria for 1 CMLE credit hour. ASCP CMLE credit hours are acceptable to meet the continuing education requirements for the ASCP Board of Registry Continuing Competence Recognition Program. (See the instructions and examination at the end of the article.)Infectious diseases represent a major cause of morbidity and mortality in immunocompromised patients. Infectious complications are often predictable and may be preventable. This article is an overview of practical considerations in the care of immunocompromised patients. Recognizing the compromised host, identifying and correcting risk factors in advance, and reducing sources of infection all play a role in prevention. Topics were chosen to include the areas of care that differ from the immune competent patient, such as diet, pet therapy, handwashing, immunizations, augmentation of host resistance, prevention of pneumonia, and antibiotic prophylaxis. National practice guidelines are cited when possible; evidence-based literature review and experience are applied to situations lacking consensus statements. Treatment decisions are made in areas for which information is often incomplete. A systematic approach to care of the immunocompromised host, tailored to the individual patient's needs, should reduce the risk of infection.     

Health education manpower in the United States

Problems in collection of uniform data on health education manpower on a continuing basis are discussed. Sources of data on current health education manpower projections for future needs are reviewed. Possible directions for improving manpower planning in this field are cited.     

Continuing education in general practice. 1. Attitudes of general practitioners

As part of a Queensland survey, we made an assessment of the attitudes of general practitioners to continuing education. We analysed responses for age, sex, type and geographical location of practice. Almost all the respondents (99%) agreed that commitment to CME is lifelong. Most of them did not feel that there is too much concern with keeping up-to-date. Recognition of their own educational needs is a problem for a sizeable minority. Most feel that GP skills can be taught through CME courses, which should focus on patient management. Informal communication with colleagues is a useful mode of learning. Although exactly half the doctors felt that CME should be mandatory, a greater proportion of younger doctors were in favour.     

Capacity building for integrated family-centered practice

The profession of social work has made distinctive and important contributions to individual, family, and community social welfare, because it has avoided the excessive reductionism found in other helping professions. Unlike these other helping professions, social work has addressed economic and occupational needs of individuals, families, and their communities in a unique way. As a new century dawns, it is appropriate to look back and reflect and then to look ahead toward continuing challenges and emergent needs of individuals, families, and their surrounding communities. This article highlights some social work legacies and how they will help inform 21st century practice. Drawing on lessons from the past, several examples illustrate the kinds of strategies that might inform integrative social and economic foundations for practice, policy, and human well-being. The importance of these and other income-support and capacity-building strategies is featured against the challenges associated with welfare reform, new mandates for systems change, and what some see as the "reinvention" of the welfare state. The analysis concludes by describing some of the implications for professional education, research, practice, and their relationship.     

Interferon-gamma upregulates the stromelysin-1 gene expression by human skin fibroblasts in culture

Beliefs about human nature, adult education, adult learners, and moral commitment are at the heart of the educator-learner agreement. In continuing nursing education, it is the point where professional values, morals, and ethical principles meet. Using Husteds' bioethical decision-making model, the values, beliefs, and actions within the educator-learning agreement are identified and organized by the bioethical standards. By relating the bioethical standards to practice, continuing nurse educators can find their own basis for practice and work toward attaining a consistent professional ethical orientation.     

The optometric recognition award program--an option for self assessment

This discussion addresses itself to the need for all optometrists to continue recognizing their professional responsibility to maintain continuing competency through meaningful optometric education experiences; and to work toward this goal by participation in the Optometric Recognition Award Program. The ORA Program is structured to enable the participant to design, record and fulfill his personal continuing optometric education needs. Fullfillment of the award requirements, 150 hours of C.O.E. in three years, results in recognition by the AOA in the form of a recognition plaque.     

Training psychologists for hospital practice: A proposal.

Hospital practice has become increasingly important for psychologists over the past decade. However, expanded opportunities for practice require training for competency. The authors propose developing a comprehensive, systematic, and flexible program of training for hospital practice in psychology including graduate course work, supervised practicum experience, and opportunities for retraining. Recommendations for certification in hospital practice, credentialing and privileging, and continuing education are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-assessment in clinical health psychology: A model for ethical expansion of practice.

Society expects autonomous professions to ensure the competency of its practitioners, and professions should facilitate the continuing education and training of its members. Given the shift from psychology as a mental health profession to that of a health profession, the authors propose a self-assessment model for the individual practitioner to gauge his or her readiness to provide professional services in expanded areas of practice. This model could also be useful to the American Psychological Association, state psychological associations, and other purveyors of continuing education programs in systematically developing postgraduate experiences. A template for self-assessment that reflects well-accepted core domains of knowledge and skills is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)