Professional Practice - Science topic

Engaging in research often reveals hidden insights, enabling us to explore the world from various perspectives and attain a deeper comprehension.

In certain fields, inquiry is an essential component of success. Research skills are versatile and can be applied to multiple aspects of daily life.

These skills are particularly crucial for social work students, aiding them in developing their competencies and applying them comprehensively throughout their professional practice.

What do you think about this?

Share your insights here.

In an action-research, our research team is conducting interviews to identify key moments about professional practices in the field of education with participants.

Hello, I’m looking at applying for a PhD and being neurodivergent (ADHD) I’m interested in looking at neurodivergent performers and their professional practice, and how this links to current research into Autism and ADHD

It is expected that employees must work in a team or group and help each other. How you consider this philosophy.

Does helping out everyone everywhere but not being getting credited anywhere is a good philosophy ? How to cope with such place and people ?

Do you have any idea of how it may impact the following -

What are Health effects ?

How it effects sustainability ?

Is there any study on growth impacts ?

What about energy and environment ?

How it impacts the ecology and environment ?

How it impacts the local economy ?

Dear Colleagues,

The fundamental goal of scholarship in the field of landscape architecture is to enhance the practice of designing, planning, conserving and managing the land. Due to the inherently multifunctional nature of landscapes, both biophysical and cultural, many scholars and practitioners have addressed the importance of multi-, trans- and interdisciplinary approaches to landscape architecture education, research and practice. Such approaches have resulted in new skills, competences, methods, and processes to be articulated, and have led to professional organisations being more involved in accrediting and regulating educational programmes, advancing continuous professional development and training and introducing ethical and moral codes for professional practice.  Despite major efforts in teaching and research activities that nurture the future of design professions, considerable challenges still confront efforts to reconcile the academic and professional facets. Demands of professional organisations in terms of landscape architectural standards, curriculum development and recognition procedures as well as the changing focus of design pedagogy faced by higher education providers are putting at risk the long-term outcomes of landscape architecture and planning and its fundamental role in promoting social and environmental justice.

This Special Issue invites papers that discuss and present perspectives from both academia and professional practice in landscape architecture which address the synergies between academic programmes and professional organisations. We aim for this Special Issue to critically look at existing system barriers and opportunities afforded by educational standards and assessment of landscape architecture programmes and to explore strategies required to promote a better collaboration between education institutions and professional bodies in terms of landscape design, planning, conservation and management.

Bruno Marques, Andreja Tutundžić, Emilia Weckman and Marina Cervera Alonso de Medina Guest Editors

With a growing penchant to be critical in what we teach, research and practice, I recently benefited from a fruitful intellectual discussion which highlighted a need to develop an evidence-based critical perspectives mangement movement.

Attractive as the proposition appears, it would be very useful for our respective communities of research, teaching and professional practice to articulate and share not only what this criticality might look like but also 'how' it can be done?

Hi everyone

I have just revised the literature review chapter for my PhD on learning. In doing this review, I was struck with how many learning theories seem to be proposed - some of which seem full theories while others seem to be less theories and more commentary on different aspects of learning.

It raised the question about how learning theories are used in professional practice. So how many do you use regularly and what are they?

Look forward to hearing your thoughts.

Christine

There is now a requirement that Built Environment(BE) professionals practice and promote the principles of Sustainable Development. in Higher Education there is an ever increasing move to include a commitment to promote SD. It is widely accepted that BE professionals can play a key role in delivering sustainability with some arguing that they are uniquely placed to take a lead in moving towards sustainability.

So what is it they should be learning? The principles that underpin sustainability or more?

In a paper that we recently made available, we presented a mapping of theory functions such as explanation and prediction on a (generalized) design process. Thus identifying ‘uses’ of theories for design professionals and accordingly ‘demands’ or ‘standards’ resulting from those uses. A question we often get when presenting this work is how generally applicable our mapping is. In other words: do other professions, such as health care professionals, teachers or managers use theories for the same functions?

The short answer is that we don’t know. It seems plausible that other professions have other basic structures identifying different functions of theories as central to the field. But do such mappings exist for other professions? Hope you can put us on track.

I am conducting a systematic review (SR) on resilience for Occupational therapists (OTs) in their practice. I am looking for unpublished and publish studies.

So far I found only one publish study specific to OT (Ashby et al. 2013). And one with OT and other professionals (McGarry et al. 2013) that has resilience relate to OT professional practice. If anyone knows of any SR or research related to my question (specific to resilience) I would be very grateful. I want to make sure I am not missing anything.

I used for my search (burnout, well being at work, coping, self-care, well-functioning, stress management, job satisfaction, hardiness) AND "Occupational therapist" NOT (client or patient) and found many studies under this therms but not specific to building resilience for OTs.

Many thanks in advance

Nubia

Hi

From a scholarly and practical perspectives, what could be differences between a researcher professional development (may be research/tenure-track faculty) and a business employee professional development?

Thanks

There are many reports and recommendations, much research and numerous calls for reform and innovation that emphasise the need for change in relation to how teachers are trained and prepared for professional practice. I am hoping you will respond to this question by sharing what you see as an important change that is needed to improve ITE. What might be missing, what might need to be added or perhaps what might need to be changed? Thanks for your consideration of this question! :)

A wonderful work that helps researchers understand social work theories and how to take advantage of these theories in professional practice

Many commensal birds, such as pigeons, sea gulls, starlings etc., are on record as perching and roosting on buildings, statues and other heritage items. Their droppings not only create unsightly deposits, but also have deleterious effects on the fabric by aiding its decay. There are a large number of bird deterrent systems available on the market, but very few have been tested for their effectiveness.

A research project is under way to examine the issue of bird droppings on buildings. The study has a number of components (field observation, experiment, survey). One of these is this on-line survey. We are seeking to gain an understanding of how heritage practitioners perceive bird behaviour in relation to heritage building conservation, to gauge what deterrence methods you have employed, and to what degree you perceive bird deterrent techniques to be effective when used. We would like to enlist your help as a heritage practitioner and will be asking you about your experiences

• What kinds of birds are the problem?

• What techniques have you used (if any)?

• What technique does, in your experience, work

We need 10 minutes of your time. While we cannot promise you any immediate benefit from participating in this research, we assume that the outcomes of the study may well inform your professional practice.

The study is being conducted by Melissa Pike (Honours Student) from the School of Environmental Sciences at Charles Sturt University and supervised by A/Prof Dr Dirk HR Spennemann and Dr Maggie Watson.

You are invited to participate in the research study by filling out an online survey which should take about 10 minutes of your time to complete. Be assured that the survey is fully ANONYMOUS. Participation is voluntary. By participating, you give your consent for your information being used for the research study.

Please support this research. The Questionnaire can be found at this web address

The fine print:

Charles Sturt University’s Faculty of Science Human Ethics Committee has approved this study. A formal Participant Information Sheet can be downloaded from this site:

The medical schools in UK started to reform educational curriculum as a response to GMC-UK Tomorrow's Doctors documents. However, existing curriculum of different medical schools fluctuate in degree of change and variably diverge from the SPICES model and other quality models in the modern medical education of the last 20 years. Any input from UK and other medical schools colleagues?   

I will be traveling to Botswana again this summer with nursing and medical students.  Last year I was amazed at the changes this global experience made in the students I accompanied.  I was wondering if any one has suggestions on how to measure this changed awareness and if it could be measured in their professional practice?

Thank you in advance for any assistance or suggestions!

I am looking for studies on midwives and resilience - so far I have found:

1) Foureur, M., Besley, K., Burton, G., Yu, N., & Crisp, J. (2013). Enhancing the resilience of nurses and midwives: Pilot of a mindfulnessbased program for increased health, sense of coherence and decreased depression, anxiety and stress. Contemporary nurse, 45(1), 114-125.

2) Glass, N. (2009). An investigation of nurses' and midwives' academic/clinical workplaces: A healing model to improve and sustain hope, optimism, and resilience in professional practice. Holistic nursing practice, 23(3), 158-170.

3) McDonald, G., Jackson, D., Wilkes, L., & Vickers, M. H. (2012). A work-based educational intervention to support the development of personal resilience in nurses and midwives. Nurse education today, 32(4), 378-384.

4) McDonald, G., Jackson, D., Wilkes, L., & Vickers, M. (2013). Personal resilience in nurses and midwives: Effects of a work-based educational intervention. Contemporary nurse, 45(1), 134-143.

Any more on that topic?

Thank you in advance!

This is a refined research question that I would like to explore for my thesis. The question is specifically referring to a student's level of skills (communication, etc.) against the employers expectations of when entering the workforce

For my research, I want to know the impact of International Accreditation in selected Long Term Care Facility in terms of Staff Satisfaction, Nursing professional practice, Leadership and Management and Patient satisfaction?

By achieving the required standard the hospital is committed to improve public trust that the hospital values the importance of the quality of care and patient safety, respect the rights of patients and their families and promote their involvement as partners in the care process, forge a culture with staff that promotes learning from the outcome of reporting adverse events and safety concerns, ensure a safe and efficient work environment for staff that in turn promotes staff satisfaction, establish collaborative leadership who endeavors to deliver excellence in quality and patient safety goals. Understand how to continuously improve clinical care processes and outcome. Achieving and maintaining accreditation indicates commitment in providing the highest standard of patient care. Accreditation promotes patient confidence by assisting an organization to ensure a safe and effective environment for the delivery of health care. The needs of the patient, the patient’s family and employee needs are at its core. Accreditation is a process; whereby a healthcare organization is assess on a set establish global standards and requirements design to improve patient care quality and to enhance patient safety. It intends to promote quality improvement

For university-based staff, professional/academic activity often features as one of the areas in our appraisals. Some are actively engaged (they attend conferences, network, engage in platforms such as RG etc.), and some simply 'do their job' - teach, research, publish etc.

1. How important is it to interact with peers outside your institution?

2. How can we evaluate the 'usefulness' or 'impact' of such activity?

3. How is such activity appreciated and rewarded?

Although many healthcare organizations in developing countries are undergoing international accreditation and considering accreditation, there are few studies on its impact especially in staff satisfaction, professional practice, management and leadership and impact on patient satisfaction.I want to know what is the benefits of Healthcare international accreditation in Nursing admin; Nurses, and future researchers.

Thoughts anyone?

All religions of the world believe in universal truth, dedication, commitment, observance of moral obligations, helping others, respecting the humanity, social justice, avoiding malpractices etc. I think Ethics Course should include the elements from the religious teachings because the students are not only acquainted with these teachings but are also ready to absorb such teachings in their life. So delivery of the Ethics Course will become easy and successful. Some may object the problems in a multireligious society. But I am sure there is no difference in ethical teachings of different religions. In a multireligious society the common examples may be easily found to be embedded in the course. What do you think?

Can a rehabilitation staff (OT PT SLT) function with such a professional practice model?