No / Advanced radiographic practice has been the focus of much discussion and debate over the last decade, not only in the United Kingdom where advanced practitioner roles are now recognised within the national career framework, but also internationally. Yet, despite almost simultaneous professional movement towards advanced radiographic practice philosophy and ideals in many countries, international collaboration on this development has been minimal. This paper marks a growing international dialogue in this field. It discusses the theoretical concepts of advanced radiographic practice and the development of advanced practitioner roles, incorporating evidence and ideas from differing international perspectives and debates progress towards a potential unified global advanced practice identity.

The past 30 years have seen rapid expansion in nursing roles, and the provision of education that supports them. However, the nature of the knowledge that characterises advanced practice, and the pedagogical strategies that are utilised in catalysing its development have yet to be extensively evaluated. Whilst a number of frameworks which purport to conceptualise this knowledge do exist, such structures remain somewhat provisional. Likewise, the pedagogical approaches employed in the development of knowledge for advanced practice are derived as much from teacher preference, organisational expedience, and external policy drivers as educational efficacy. The study presented within this thesis addresses these challenges by examining the knowledge conceptualisation process in relation to two student cohorts undertaking ‘Advanced Practice’ study at Masters level within the author’s employing university. A programme utilising a conventional pedagogical approach has been contrasted with one employing a more collaborative modality; this facilitates an evaluation of the impact of the respective learning and teaching approaches upon the dynamic creation and modification of the practitioners’ knowledge base. A Constructivist Grounded Theory methodology was selected in order to explore these processes. A purposive sample of 24 participants was recruited from across both programmes; a series of interviews was undertaken, and data analysis resulted in both the induction of a substantive theory of Developing A Personal Knowing, and the identification of a range of pedagogical strategies that catalyse its growth. The findings are of particular utility for those involved in the development of advanced practice curricula, and have been used illustratively to underpin a nascent curriculum framework presented in the latter part of the thesis. A number of significant findings emerge; a need to maintain the primacy of clinical practice, the importance of a collaborative approach to learning and teaching in which individual learner agency is maintained, and the key role of group reflection in assimilating the plurality of knowledge forms that ultimately constitute an individual’s personal theory of practice.

No description available.

“Power” is a concept that has been discussed by nurse scholars and leaders within the nursing literature. The literature surrounding power concurs that power is necessary within the practice of nursing so that nurses are able to support patients and move the profession of nursing forward. There is a scarcity of research, however, regarding nurses’ perception of power within their own practices. Advanced practice nurses (APNs) are in positions in which they apply graduate education, specialized knowledge, and expertise to improve health care outcomes. Therefore, a qualitative study using an interpretive hermeneutic phenomenological approach was undertaken to discover APNs’ lived experience of power within their practices. In-depth, tape-recorded interviews were conducted with eight APNs from a large tertiary care facility. All of the participants agreed to a follow-up interview to review the summary of the study results. van Manen’s (1990) approach was used to analyze the data by subjecting the transcripts to a thematic analysis and reflective process. The overarching theme of the interviews is “building to make a difference” and the APNs’ perceived that this happened by “building on,” building with,” and “building for.” The APNs built on their knowledge and expertise, built with others in relationships and built for the capacity to make a difference. Power was a part of the everyday practices of these APNs and was described as “soft power,” a power that they shared to bring about change for the better. This shared power was reflected back on them resulting in increased power within their practices, a process described by the APNs as power creep.

Purpose of the research<p>This paper presents an analysis of, and recommendations for, the training and accreditation of healthcare workers in Canada<p>The significant cost of education and healthcare, as well as the current and ongoing national shortage of healthcare professionals, warrants a critical look at the educational training requirements of healthcare workers in Canada. This topic includes reviewing the historical background of training for a variety of healthcare professionals in Western cultures, the common philosophy of education trends for these workers, and the future directions for various professions, focusing specifically on Medical Radiation Technologists in Canada.<p>Methods used <p>The methodology applied to this research is that of critical analysis, utilizing the following critical skills as proposed by philosopher Bertrand Russell: (i) the ability to form an opinion for oneself (tasks of recognizing, listening and questioning), (ii) the ability to find an impartial solution (dealing with biases and detachment for beliefs, judging on merit of issues), and (iii) the ability to identify and question assumptions (emphasis on judgment, critical reflection and constructive rather than destructive doubt)(Hare, 2001, pp8-9). Recommendations regarding pre-service and continuing educational training for Medical Radiation Technologists in Canada will be proposed.<p>Tied to any investigation of healthcare workers is a critical assessment of the healthcare system, as the needs of the community that is served by these professionals must be identified and successfully met. The literature review includes national statistics and summaries of health and lifestyle trends, as well as the trends for the education and training of healthcare workers.<p>Results obtained/Significance of findings<p>Reflective, critical assessment of the training and future trends of healthcare workers reveals that healthcare has undergone two major changes in focus: (1) healthcare as a business and (2) the holistic interdisciplinary trend of patient care.<p>After investigating the trends of health care professionals training, and even though the arguments for degree as entry-to-practice are very strong on many levels, I dont feel that I can conclude that the degree is the only option. If diploma training can adequately provide the basic theory and skills needed, additional skills and training, when required for a particular task, should be, and currently are, made available to the individual.

“Power” is a concept that has been discussed by nurse scholars and leaders within the nursing literature. The literature surrounding power concurs that power is necessary within the practice of nursing so that nurses are able to support patients and move the profession of nursing forward. There is a scarcity of research, however, regarding nurses’ perception of power within their own practices. Advanced practice nurses (APNs) are in positions in which they apply graduate education, specialized knowledge, and expertise to improve health care outcomes. Therefore, a qualitative study using an interpretive hermeneutic phenomenological approach was undertaken to discover APNs’ lived experience of power within their practices. In-depth, tape-recorded interviews were conducted with eight APNs from a large tertiary care facility. All of the participants agreed to a follow-up interview to review the summary of the study results. van Manen’s (1990) approach was used to analyze the data by subjecting the transcripts to a thematic analysis and reflective process. The overarching theme of the interviews is “building to make a difference” and the APNs’ perceived that this happened by “building on,” building with,” and “building for.” The APNs built on their knowledge and expertise, built with others in relationships and built for the capacity to make a difference. Power was a part of the everyday practices of these APNs and was described as “soft power,” a power that they shared to bring about change for the better. This shared power was reflected back on them resulting in increased power within their practices, a process described by the APNs as power creep.

Purpose of the research<p>This paper presents an analysis of, and recommendations for, the training and accreditation of healthcare workers in Canada<p>The significant cost of education and healthcare, as well as the current and ongoing national shortage of healthcare professionals, warrants a critical look at the educational training requirements of healthcare workers in Canada. This topic includes reviewing the historical background of training for a variety of healthcare professionals in Western cultures, the common philosophy of education trends for these workers, and the future directions for various professions, focusing specifically on Medical Radiation Technologists in Canada.<p>Methods used <p>The methodology applied to this research is that of critical analysis, utilizing the following critical skills as proposed by philosopher Bertrand Russell: (i) the ability to form an opinion for oneself (tasks of recognizing, listening and questioning), (ii) the ability to find an impartial solution (dealing with biases and detachment for beliefs, judging on merit of issues), and (iii) the ability to identify and question assumptions (emphasis on judgment, critical reflection and constructive rather than destructive doubt)(Hare, 2001, pp8-9). Recommendations regarding pre-service and continuing educational training for Medical Radiation Technologists in Canada will be proposed.<p>Tied to any investigation of healthcare workers is a critical assessment of the healthcare system, as the needs of the community that is served by these professionals must be identified and successfully met. The literature review includes national statistics and summaries of health and lifestyle trends, as well as the trends for the education and training of healthcare workers.<p>Results obtained/Significance of findings<p>Reflective, critical assessment of the training and future trends of healthcare workers reveals that healthcare has undergone two major changes in focus: (1) healthcare as a business and (2) the holistic interdisciplinary trend of patient care.<p>After investigating the trends of health care professionals training, and even though the arguments for degree as entry-to-practice are very strong on many levels, I dont feel that I can conclude that the degree is the only option. If diploma training can adequately provide the basic theory and skills needed, additional skills and training, when required for a particular task, should be, and currently are, made available to the individual.

Introduction: Child maltreatment continues to be a significant public health concern in civilian and military communities alike. Child maltreatment has profound short and long term negative effects on children and families and is tremendously costly to society. There are several correlates of child maltreatment unique to the military family: deployment of the active duty service member and living in an overseas duty locations.Rationale: The high rate of deployments within the Marine Corps military community in Japan makes these children particularly vulnerable to child maltreatment. Many forms of child maltreatment are most significant in school aged children, and nearly all maltreated children display recognizable signs and symptoms including physical, emotional, and behavioral characteristics, but also academic difficulties which can be best detected by the educator or other school personnel. Thus, the importance of improving school personnel's knowledge regarding the recognition and response of child maltreatment is especially important. Department of Defense Dependent Schools (DoDDS) teachers, school professionals, and staff with direct student contact spend a significant amount of time with military children and are in a prime position to recognize and respond to at-risk and maltreated children.Purpose/Objective: The purpose of this study was to pilot a web-based child maltreatment tutorial for DoDDS teachers, school professionals and support staff with direct student contact within the Marine Corps community in Japan. The goal was to determine whether these professionals would gain information about child maltreatment in general and specific to the military families in Japan.Methods: Thirty-three eligible school personnel within the DoDDS school district in Japan participated in the study. A pre-test /post-test design was used to determine the effectiveness of the tutorial in increasing participant knowledge of risk factors, signs and symptoms, and reporting procedures for child maltreatment.Results: Findings indicated that participants' post-test scores were significantly higher than pre-test scores (p <0.001). The majority of participants indicated that they liked the format and self-paced nature of the tutorial.Conclusions: This exploratory study demonstrated the effectiveness of a web-based tutorial to disseminate information about child maltreatment in military families.

“Power” is a concept that has been discussed by nurse scholars and leaders within the nursing literature. The literature surrounding power concurs that power is necessary within the practice of nursing so that nurses are able to support patients and move the profession of nursing forward. There is a scarcity of research, however, regarding nurses’ perception of power within their own practices. Advanced practice nurses (APNs) are in positions in which they apply graduate education, specialized knowledge, and expertise to improve health care outcomes. Therefore, a qualitative study using an interpretive hermeneutic phenomenological approach was undertaken to discover APNs’ lived experience of power within their practices. In-depth, tape-recorded interviews were conducted with eight APNs from a large tertiary care facility. All of the participants agreed to a follow-up interview to review the summary of the study results. van Manen’s (1990) approach was used to analyze the data by subjecting the transcripts to a thematic analysis and reflective process. The overarching theme of the interviews is “building to make a difference” and the APNs’ perceived that this happened by “building on,” building with,” and “building for.” The APNs built on their knowledge and expertise, built with others in relationships and built for the capacity to make a difference. Power was a part of the everyday practices of these APNs and was described as “soft power,” a power that they shared to bring about change for the better. This shared power was reflected back on them resulting in increased power within their practices, a process described by the APNs as power creep.

The Affordable Care Act has changed the face of health care provision and services in this country, expanding access to more than 30 million people (Buerhaus et al., 2012). With increased coverage comes increased use of health care systems, in a system already saddled with a deficient number of providers (HIS Inc., 2016). The solution to this has been the inclusion of advanced practice nurses (APNs) into both primary and specialty care services. Within cardiovascular medicine, there has been a surge in the recruitment of APNs to care teams (Virani et al., 2015). With this increased need comes the recognition that generalist education and preparation does not prepare an APN to be a competent cardiovascular medicine provider. Advanced practice nurse training has long left specialization to the postgraduate orientation period (Kells, Dunn, Melchiono, & Burke, 2015), and the demands of the healthcare system outweigh the current training models. This has opened the door for the creation of postgraduate fellowship programs for APNs (Taylor, Boryhill, Burris, & Wilcox, 2017). This project focused on the evaluation of existing cardiovascular APN fellowships and proposed the creation of a postgraduate APN fellowship in cardiovascular medicine at Oregon Health and Science University (OHSU).