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Decision-Making and Sources of Evidence in Occupational Therapy and Other Health Professions. Evidence-Informed Practice / Entscheidungsfindung und Evidenzquellen in der Ergotherapie und weiteren Gesundheitsberufen. Evidenzinformierte Praxis

Abstract

Contemporary conditions require health professionals both to employ published evidence in their individual practices and as a profession to produce valid evidence of their outcome effectiveness. Heretofore, these two processes of evidence-based practice have often been confounded as one. This theoretical paper separates the two processes into «Evidence-Supported Practice» and «Evidence-Informed Practice.» Each requires a different approach to evidence accumulation and use. Nonetheless, the two processes can and should be interlinked. For external (research) evidence, the research pyramid model values equally the internal and external validity of studies, as both are important for the implementation of external evidence. Furthermore, external evidence must be combined with internal evidence (data generated in the course of interaction with a client) in the decision-making of practitioners. Examples from recent research on occupational therapy practice and literature from several other health professions are cited for illustration. This paper formulates a more comprehensive model for evidence-based practice. From this model follow specific recommendations for practitioners, researchers, and educators in the health professions.

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Promotion of the Military Profession, Recruitment and Selection of Candidates. Conceptual Delimitations

Abstract

Romania’s security interests and objectives, the army missions in the current geopolitical context and Romania’s obligations as a member of NATO have imposed the continuation of the process of quantitative and qualitative restructuring of the human resources and determined the decision to renounce compulsory military service in favor of the one based on volunteering, starting with the first of January of 2007. The transition from the army based on compulsory military service to the one based on voluntary service imposed the repositioning of the military profession on the Romanian labor market, especially in relation to the competition represented by other similar institutions.

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Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

. Directorate of Teachers and Education Personnel. (2015). The Strategic Plan of the Directorate of Teachers and Education Personnel 2015–2019. Jakarta. Directorate of Teachers and Education Personnel. (2016). Guidelines for teachers training by face-to-face (offline), online, and combination mode. Jakarta. Donaldson, G., et al. (2013). Teaching profession for the 21st century . Belgrade: Centre for Education Policy Svetozara Markovica 22/20. Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: need assessment, development, and evaluation

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Knowledge and social opinions about physiotherapists

fizjoterapeuty przez studentów I roku studiów I stopnia polskich uczelni o różnych profilach kształcenia. Fizjoter Poa. 2009; 2 (4); vol. 9:109-121 15. Pujsza A., Tomczak H. Position of physiotheraphy profession in Poland: percepcion of physiotherapy student. Acta Balneologica 2012; 4: 267-273 16. Nowicki G, Ślusarska B. Determinanty społeczno-demograficzne wartościowania zdrowia wśród pracujących osób dorosłych. Hygeia Public Health 2011; 46(2): 280-285 17. Knapik A, Rottermund J, Myśliwiec A, Plinta R, Gruca M. Aktywność

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Medical professions in Poland – selected legal aspects

REFERENCES 1. Consolidated text Journal of Laws of 2018 item 180, as amended, Act on Medical Activity, hereinafter referred to as AMA; however, the literature indicates the separation of the law of medical professions as one of the branches of public health law: Poździoch S. Prawo zdrowia publicznego. Zarys problematyki. Kraków: Zdrowie i Zarządzanie; 2004. p. 28. 2. Consolidated text Journal of Laws of 2017 item 1845, as amended. 3. Consolidated text Journal of Laws of 2017 item 1318, as amended. 4. Consolidated text Journal of Laws of

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Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten

to Health Professions Questionnaire (AHPQ) ( Lindqvist et al., 2005b ). Vereinzelt wurden auch studienspezifische quantitative Instrumente zur Stereotypenerfassung eingesetzt ( Bruhn et al., 1964 ; Martin et al., 1967 ; Harris, 1981 ; Ryan & McKenna, 1994 ; Ben Natan, 2009 ). Die wenigen qualitativ-empirischen Erhebungen nutzten für die Datenerhebung entweder halboffene leitfadengestützte Interviews ( Nisbet et al., 2008 ; Ajjawi et al., 2009 ; Derbyshire & Machin, 2011 ) oder offene schriftliche Befragungen ( Boggatz et al., 2010 ). Aufgrund der

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Knowledge of women receiving healthcare services on the tasks of midwife working in the primary health care

PIŚMIENICTWO/REFERENCES 1. Iwanowicz-Palus G, Golonka E, Bień A, Stadnicka G. Postrzeganie zawodu położnej przez społeczeństwo (Perception of midwife’s profession by socjety). Pielęg. XXI w. 2013; 2(43): 35-42. 2. Iwanowicz-Palus G, Krysa J, Bień A. Rola położnej rodzinnej w Polsce. Med. Og. Nauk o Zdr. 2013; 19 (3): 272–278. 3. Ustawa z dnia 15 lipca 2011 r. o zawodach pielęgniarki i położnej (Dz.U. 2011 Nr 174 poz. 1039) 4. Ustawa z dnia 27 października 2017 r. o podstawowej opiece zdrowotnej (Dz.U. 2017 poz. 2217) 5. Biskupska M

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Interprofessional Education of Allied Health Professionals – Perspectives of Experts / Interprofessionelles Lehren und Lernen in den Gesundheitsprofessionen aus Sicht von Experten/-innen

Vergangenheit verschiedene Projekte, welche die Entwicklung und Erprobung interprofessioneller Lehr-Lernformate und deren curriculare Verstetigung zum Ziel hatten (ex. RBS: x http://www.bosch-stiftung.de/content/language1/html/44092.asp ). Aufgrund der strukturellen, inhaltlichen und konzeptuellen Vielfalt dieser interprofessionellen Bildungsangebote ist die Vergleichbarkeit untereinander und eine professions- sowie institutionsübergreifende interprofessionelle Standardisierung im Bereich der gesundheitsberuflichen Bildung erschwert (vgl. RBS & GMA, 2016 ). Um die „erste

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Blind Flight into the eHealth World? Deficits in the education of health professionals hamper process of professionalization. Contribution to the HoGe conference 2018 „Digital learning and teaching“ / Blindflug in die eHealth-Welt? Bildungsdefizite machen Professionalisierungsbemühungen der Gesundheitsberufe zunichte. Beitrag zur HoGe–Tagung 2018 „Digitales Lernen und Lehren“

mehr, nur Krankheiten zu behandeln. Die systemischen Ursachen erfordern systemische Antworten, über die Professions- und Systemgrenzen hinweg, interprofessionell koordiniert an den kritischen Schnittstellen, ko-produktiv mit kompetenten Patienten/-innen und deren Selbstbestimmungsrecht respektierend – und wirksam, wirtschaftlich, zweckmäßig sowie mit Augenmaß für das Notwendige und die Lebensqualität. Ansätze dazu zeigen sich z. B. in normativen Initiativen im Kontext der Choosing-Wisely-Bewegung ( http://www.choosingwisely.org) , in Deutschland getragen von der

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Challenges and facilitators for health practitioners and academics engaging in collaborative research and publication: A systematic review / Herausforderungen und Förderfaktoren für gemeinsame Forschung und wissenschaftliche Publikation von Angehörigen verschiedener Gesundheitsberufe aus Praxis und Forschung: ein systematischer Review

research and integration of research-based knowledge into practice requires considerable time, significant intellectual effort and support ( Eraut, 1994 ). When considering the relationship between different professional contexts and views of academics and practitioners on research, knowledge development and knowledge use, Eraut (1985) offered a classic and yet very current observation: “in some professions nearly all new practice is both invented and developed in the field, with the role of academics being confined to that of dissemination, evaluation and post

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