Explores ways of presenting content and of fostering the grounding of the planned change process within the nurse's previous experience, value system, and personal characteristics. States that teaching strategies that combine experiential exercises with theory can make planned change meaningful and valuable to nurses. (NRJ)

Traces the genesis and growth of the audiotape, a teaching tool that is used worldwide because it comes close to that ideal of being useful in many locations where time is otherwise wasted, primarily during automobile commuting. (JOW)

Discusses the advantages of using state and regional areas in conducting needs assessments for continuing education of librarians. The importance of organizational identification, target audience, assessment techniques, and role of the needs assessment to an overall program of continuing education are also addressed. Four references are cited.…

Individual mastery of knowledge, skills, and abilities is no longer a sufficient guarantee of competent practice. Behavioral and cross-professional capabilities for effective teamwork should also be considered in the design, delivery, and evaluation of continuing professional education. (SK)

Examines issues facing occupations undergoing professionalization. Considers theoretical bases for continuing professional education, suggesting a critical social theory to inform debates about who should gain access to what forms of professional knowledge. (Contains 34 references.) (SK)

Responds to common myths about workplace diversity: (1) there is not much diversity in the workplace; (2) the way business is done is neutral; and (3) it is the responsibility of minority cultures to adapt to the dominant culture. Suggests responses for continuing professional educators. (JOW)

Offers lessons learned about working in multicultural and multilingual environments: (1) carefully plan communication requiring interpreters/translators; (2) strive for mutual knowledge creation; and (3) allow for sufficient time and process in workshops to support participants' need for clarification. (JOW)

Managed care organization employees (n=115) attended case management training that included case studies, problem solving and communication skills, and focus on internal capability. Three-month follow-up showed that case managers now ask more questions, have more confidence, mentor new employees, and work with greater accuracy. (SK)

Survey responses from 671 (of 2,590) Connecticut dentists indicated that their predominant reasons for participating in continuing education were validation of current knowledge, intellectual gain, and moral commitment. (JOW)

Two new concepts, recredentialing and remedial medical education, cloud and illuminate the idea of competence, as addressed in peer review and continuing medical education. (JOW)

Continuing education is in the early stages of development in the professional bodies in the United Kingdom. A study was undertaken to determine the role and responsibility of professions in developing continuing education standards and requirements. (JOW)

Describes 10 modules for primary care practitioners on health promotion/disease prevention for the elderly on these topics: Alzheimer's disease in minorities, dehydration, diabetes, elder abuse, geriatric nutrition, oncology, oral health in long-term care, incontinence, injury prevention, and physical activity. These areas are significant for…

A survey of 115 child welfare workers suggests that life experiences, supervision, self-directed learning, inservice training, formal education, and professional continuing education contribute to practitioner knowledge and skills. A multifaceted approach is recommended. (SK)

Three kinds of implicit knowledge are (1) unconscious and nonverbalizable, stemming from familiarity with environment; (2) conscious but nonverbalizable (feeling-sense); and (3) unstated conscious and verbalizable (hidden assumptions). Implicit knowing makes its main contribution at the initial stages of problem solving. (SK)