Abstract
As a Scholar, the health and social care professionals pursue excellence by continually evaluating the processes and outcomes of their daily work, comparing their work with that of others, and by actively seeking feedback to improve the quality of care and support they provide for the older person and their family. The main competence part of the role of the Scholar is described in this chapter. The first competence is about growing one’s expertise by different ways of learning and disseminating this expertise. The second competence of this role concerns evidence-based practice and the innovation of care and services.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Working with older people. NMBI, 2015. https://www.nmbi.ie/nmbi/media/NMBI/Publications/working-with-older-people.pdf?ext=.pdf
Benner P. From novice to expert: power and excellence in nursing practice. Menlo Park, CA: Addison-Wesley; Publishing Company; 1984.
Benner P, Hughes RG, Sutphen M. Clinical reasoning, decisionmaking, and action: Thinking critically and clinically. In: Hughes RG, editor. Patient safety and quality: an evidence-based handbook for nurses. Rockville, MD: Agency for Healthcare Research and Quality.
Dall’Alba G, Sandberg J. Unveiling professional development: a critical review of stage models. Rev Educ Res. 2006;76(3):383–412.
Conway JE. Evolution of the species ‘expert nurse’. An examination of the practical knowledge held by expert nurses. J Clin Nurs. 1998;7(1):75–82.
Paul RW, Heaslip P. Critical thinking and intuitive nursing practice. J Adv Nurs. 1995;22(1):40–7.
Gibbs G. Learning by doing: A guide to learning and teaching methods. Birmingham: SCED; 1988.
Finkelman A, Finkelman A, Kenner C. Professional nursing concepts. Burlington: Jones & Bartlett Learning; 2016.
Dillenbourg P. Collaborative learning: cognitive and computational approaches, Advances in learning and instruction series. New York, NY: Elsevier Science, Inc; 1999.
Gilbert JH, Yan J, Hoffman SJ. A WHO report: framework for action on interprofessional education and collaborative practice. J Allied Health. 2010;39(3):196–7.
Parboosingh J. Physician communities of practice: where learning and practice are inseparable. J Contin Educ Heal Prof. 2002;22:230–6. https://doi.org/10.1002/chp.1340220407.
Hammick M, Olckers L, Campion-Smith C. Learning in interprofessional teams: AMEE Guide no 38. Med Teach. 2009;31(1):1–12. https://doi.org/10.1080/01421590802585561.
Wenger E. Communities of practice: a brief introduction. 2011.
http://www.health.org.uk/sites/health/files/LeadingNetworksInHealthcare.pdf.
Zuidersma J. Wederkerigheidspatronen in regionale samenwerkingsverbanden: een gedragstheoretische benadering. Doctoral dissertation, University of Groningen. 2012.
Zuidersma J, Coffetti E. Do work placement tests challenge student trainees to learn? Cham: Springer International Publishing; 2014.
Loorbach D, Rotmans J. Managing transitions for sustainable development. In: Understanding industrial transformation. Dordrecht: Springer; 2006. p. 187–206.
Tuomi I. Epistemic literacy or a clash of clans? A capability-based view on the future of learning and education. Eur J Educ. 2015;50(1):21–4.
Marks DF. Perspectives on evidence-based practice, Health Development Agency Public Health Evidence Steering Group. 2002;(02),1–53.
Spring B. Evidence-based practice in clinical psychology: what it is, why it matters; what you need to know. J Clin Psychol. 2007;63(7):611–31.
Gibbs LE. Evidence-based practice for the helping professions: a practical guide with integrated multimedia. Pacific Grove, CA: Brooks/Cole Publishing Company; 2003.
Bloomrosen M, Detmer DE. Informatics, evidence-based care, and research; implications for national policy: a report of an American Medical Informatics Association health policy conference. J Am Med Inform Assoc. 2010;17(2):115–23.
McGinnis JM, Aisner D, Olsen L, editors. The learning healthcare system: workshop summary. Washington, DC: National Academies Press; 2007.
Beenen PC, Castro-caldas A. Synthesising knowledge for physiotherapy practice. Key steps towards review methodology. IJTR. 2017;24(5).
Christensen C, Waldeck A, Fogg R. How disruption can finally revolutionize healthcare. Christensen Institute Blog. 2017. https://www.christenseninstitute.org/publications/how-disruption-can-finally-revolutionize-healthcare/?_sft_topics=healthcare&post_types=publications.
Loorbach D. To Transition! Governance panarchy in the new transformation, Erasmus University Rotterdam; 2014.
Loorbach D, Frantzeskaki N, Avelino F. Sustainability transitions research: transforming science and practice for societal change. Annu Rev Environ Resour. 2017;42:599–626.
Geels FW. The multi-level perspective on sustainability transitions: responses to seven criticisms. Environ Innov Soc Trans. 2011;1(1):24–40. https://doi.org/10.1016/j.eist.2011.02.002.
Loorbach D, Rotmans J. The practice of transition management: Examples and lessons from four distinct cases. Futures. 2010;42(3):237–46. https://doi.org/10.1016/j.futures.2009.11.009.
Matheson GO, Klügl M, Engebretsen L, Bendiksen F, Blair SN, Börjesson M, et al. Prevention and management of non-communicable disease: the IOC consensus statement, Lausanne 2013. Clin J Sport Med. 2013; https://doi.org/10.1136/bjsports-2013-093034.
Miller R. Learning, the future, and complexity. An essay on the emergence of futures literacy. Eur J Educ. 2015;50(4):513–23. https://doi.org/10.1111/ejed.12157.
Kickbusch I, Gleicher D. Smart governance for health and well-being: the evidence. Copenhagen, WHO, Regional Office for Europe. 2014.
WHO Regional Office for Europe. Governance for health in the 21st century: a study conducted for the WHO Regional Office for Europe. Copenhagen, WHO Regional Office for Europe. 2011. http://www.euro.who.int/__data/assets/pdf_fi.
Avelino F, Wittmayer JM. Shifting power relations in sustainability transitions: a multi-actor perspective. J Environ Policy Plann. 2016;18:628–49. https://doi.org/10.1080/1523908X.2015.1112259.
Ahn AC, Tewari M, Poon C-S, Phillips RS. The Clinical Applications of a Systems Approach. PLoS Med. 2006;3(7):e209. https://doi.org/10.1371/journal.pmed.0030209.
Greenhalgh T, Howick J, Maskrey N. Evidence based medicine: a movement in crisis? BMJ (Clinical Research Ed). 2014;348:g3725. https://doi.org/10.1136/bmj.g3725.
der Velden LFJ V, de Putter ID, van der Lee I, van Hassel DTP, Batenburg RS. Quickscan Beroepen & Opleidingen in de zorg, welzijn en kinderopvang: hoofdrapport. Utrecht: NIVEL.
Sturmberg J, Martin C. Complexity in health: an introduction. Handbook of systems and complexity in health; 2013. pp. 171–192. https://doi.org/10.1007/978-1-4614-4998-0.
Beenen PC, Filiputti D, Meyer ER, Maria P, De Almeida D, Lopes AA, et al. Epistemic beliefs as a determinant in evidence- based practice in physiotherapy – a Multi-Country ( Europe ) Cross-Sectional Online Survey Study. Eur J Phys. 2018;20(2):85–91. https://doi.org/10.1080/21679169.2017.1374454.
Weick KE. Sensemaking in organizations. Thousand Oaks, CA: Sage; 1995.
Van De Ven AH, Johnson PE. Knowledge for theory and practice. Acad Manag Rev. 2006;31(4):802–21. https://doi.org/10.5465/AMR.2006.22527385.
Cundill GNR, Fabricius C, Marti N. Foghorns to the future: using knowledge and transdisciplinarity to navigate complex systems. Ecol Soc. 2005;10(2).
Akkerman SF, Bakker a. Boundary crossing and boundary objects. Rev Educ Res. 2011;81(2):132–69. https://doi.org/10.3102/0034654311404435.
Kimball L. The service innovation handbook, understanding impact. Amsterdam: Bis Publishers; 2014.
Christensen BC, Waldeck A, Fogg R. The innovation health care really needs: help people manage their own health. HBR. 2017.
Micklethwait J, Wooldridge A. The fourth revolution: the global race to reinvent the state. New York: The Penguin Press; 2014.
Miller R. Futures literacy — embracing complexity and using the future. Ethos. 2011;(10):23–28.
Chia R. Re-educating attention: what is foresight and how is it cultivated? In: Tsoukas H, Shepard J, editors. Managing the future: foresight in the knowledge economy. Malden, MA: Blackwell; 2004. p. 21–37.
Greenhalgh T, Jackson C, Shaw S, Janamian T. Achieving research impact through co-creation in community-based health services: literature review and case study. Milbank Q. 2016;94(2):392–429. https://doi.org/10.1111/1468-0009.12197.
Preskill H, Gopal S, Mack K, Cook J. Evaluating complexity: propositions for improving practice. Fsg, 1–37. 2015. Retrieved from papers://a160a322–7748-499f-b1e5-c793de7b7813/Paper/p15933.
Kok MO, Schuit AJ. Contribution mapping: a method for mapping the contribution of research to enhance its impact. Health Res Policy Syst. 2012;10(1):1. https://doi.org/10.1186/1478-4505-10-21.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Dijkman, B.L., Beenen, P.C., Zuidersma, J. (2019). Scholar. In: Dijkman, B., Mikkonen, I., Roodbol, P. (eds) Older People: Improving Health and Social Care. Springer, Cham. https://doi.org/10.1007/978-3-319-97610-5_12
Download citation
DOI: https://doi.org/10.1007/978-3-319-97610-5_12
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-97609-9
Online ISBN: 978-3-319-97610-5
eBook Packages: MedicineMedicine (R0)