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Professional education is constantly changing. It is important to value practice as an integral part of professional education. Work-based learning offers a vehicle for the linking of theoretical and clinical academic development. The tripartite agreement between employer, student and university can be beneficial to all parties.
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The Standards of Professional Practice reflect changing market trends, transitions in the work environment, and expectations of the public. The 6 professional standards encompass the key characteristics of the dietetics profession. ADA's mission to serve the public is supported when each dietetics professional applies the 6 Standards of Professional Practice and evaluates the quality of services he or she provides. The standards belong to each and every dietetics professional. They are scheduled for periodic review and revision as the needs of the dietetics profession change. Throughout their careers, dietetics professionals will be called on to contribute to the continuous improvement of these standards and the dietetics profession. It is the responsibility of each individual practitioner to evaluate practice and maintain competence as well as to evaluate the professional standards and contribute to the advancement of the dietetics profession. The Standards of Professional Practice should be adopted by all dietetics professionals to ensure that they will continue to be recognized by the public as the most valued and credible sources of food and nutrition information.
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BACKGROUND: Audit and feedback has been identified as having the potential to change the practice of health care professionals. OBJECTIVES: To assess the effects of audit and feedback on the practice of health professionals and patient outcomes. SEARCH STRATEGY: We searched MEDLINE up to June 1997, the Research and Development Resource Base in Continuing Medical Education, and reference lists of related systematic reviews and articles. SELECTION CRITERIA: Randomised trials of audit and feedback (defined as any summary of clinical performance of health care over a specified period of time). The participants were health care professionals responsible for patient care. DATA COLLECTION AND ANALYSIS: Two reviewers independently extracted data and assessed study quality. MAIN RESULTS: Thirty-seven studies were included, involving more than 4977 physicians. The reporting of study methods was inadequate for almost all studies. In 31 out of 37 studies the randomisation process could not be determined. Information regarding data analysis was also lacking. For example, power calculations were not mentioned in 27 out of 37 studies. A variety of behaviours were targeted including the reduction of diagnostic test ordering, prescribing practices, preventive care, and the general management of a problem, for example hypertension. Twenty-eight studies measured physician performance, one study targeted patient outcomes in diabetes and the remaining eight studies measured both physician performance and patient outcomes. The relative percentage differences ranged from -16% to 152%. The clinical importance of the changes was not always clear. REVIEWER'S CONCLUSIONS: Audit and feedback can sometimes be effective in improving the practice of health care professionals, in particular prescribing and diagnostic test ordering. When it is effective, the effects appear to be small to moderate but potentially worthwhile. Those attempting to enhance professional behaviour should not rely solely on this approach.
Professional practice is a reasonable and viable alternative to the traditional nursing practice models used in many hospitals. The authors describe the implementation of a professional practice model and its effects on cost per patient day, sick time, turnover rates, and job satisfaction indicators.
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The purpose of this evaluation project was to elicit nurses'and families' experiences about differences and changes for nurses and families and the family-nurse relationship when a family systems nursing approach was used to guide practice. Following nurses' involvement in an educational workshop, the evaluation examined changes in nurses'and families' experiences over an 8-week period of a child's hospitalization in a pediatric rehabilitation center. A total of 17 nurses and 13 parents participated in the project. Nurses and parents completed questionnaires and participated in semi-structured interviews and focus groups. Nurses completed journals reflecting on their interactions with families. Data were analyzed using descriptive statistics and content analysis. Findings indicate that a family systems nursing approach had a positive impact on how nurses viewed their nursing practice and their work with families, thereby enhancing family-nurse relationships. Such findings have relevance to clinical nursing practice, professional development, and evaluation research design.
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The professional employment market for pharmacists has changed radically in recent years. Additionally, data regarding perception of future practice among pharmacy students are limited. The purpose of this study was to characterize expectations for professional practice among pharmacy students and to identify curriculum support at a college of pharmacy. A survey examining student educational experiences, career preferences, and demographic variables was distributed to 1,297 students enrolled in the first to sixth year. Six hundred thirty responses were evaluated. Doctor of Pharmacy students indicated that their education better prepared them for their expected career than did Bachelor of Science students (P < .03). The former also had a more positive outlook regarding future career opportunities than the latter (P < .01) and indicated to a greater extent that HMOs and pharmacy benefit management companies are growing sources of employment for pharmacists (P < .001).
Professional practice models and shared governance have had much attention recently. They have been credited with being the answer to nurse retention, advancing the nursing profession, expanding nursing roles, and increasing autonomy for practice and work life. This article describes strategies for implementing and maintaining a professional practice model. Organizational support, nurse manager role change, unit readiness, salaried compensation, and incentives are areas that must be assessed before implementing a model. The models described are unit based and use the concepts of shared governance and group practice.
Magnet hospitals must show evidence of professional practice models. A professional practice organizational environment is necessary, but not sufficient, to create professional practice models. The authors analyze the relationship between a professional practice environment and a professional practice and explore organizational commitments required to ensure professional practice at the unit level.
Professional nursing has been grappling with many different care delivery models in order to deal with a dramatic rise in patient acuity levels, increasing financial constraints, and a worrisome nursing shortage. A professional practice model may be developed as a way to provide a truly autonomous situation for nurses, and one that assures quality care for patients. Nursing practice, education, and research would be interdependent, and competition among professional practice groups for the most educationally and experientially prepared nurses would foster a public perception of professionalism and prestige. This article describes the model, its applicability to current issues in nursing and health care, and its potential for recruitment and retention of nurses.