Sentence examples for professional conceptions from inspiring English sources

Thus their observations represent a mixture of lay and professional conceptions, although the students had already gone through the introductory theoretical studies and practical exercises in communication skills prior to the primary health care centre visit.

That professional conception of academic freedom, characterized by boycotters as impoverished, desiccated, and an alibi for neoliberal hegemony, must be left behind so that actions in violation of academic freedom narrowly defined may be taken in the name of an academic freedom suitably enlarged.

The purpose of this study was to examine effects of program design on the bureaucratic and professional role conceptions of registered nurses in baccalaureate nursing programs.

A health professional's conception of both harm to and benefit for a patient can differ sharply from that of the patient, but the health professional's understandings of benefits also often depend on the patient's view of what constitutes a benefit or a worthwhile risk.

Key lessons are the need to challenge health professionals' pre-conceptions and discomfort with issues related to sex and sexuality and to combine all levels of evidence – from the experimental to the anecdotal – and bringing experiential knowledge from the sex industry to bridge the health pleasure divide.

Quantitative matter involved mailed questionnaires to determine graduates' bureaucratic, professional, and service role conceptions.

Secondly, blogging appears compatible with a narrative conception of professional learning in which pre-service teachers work collaboratively towards improved synthesis and understanding of their past and present pedagogical experiences, conceptions and beliefs, personalising their passage into the profession.

This chapter introduces a book that aims to serve as a guide to conduct professional penetration tests from conception to conclusion.

The results from our study seem to be inconsistent with previous research on WBA indicating that raters have a one- or two-dimensional conception of professional competence ('cognitive/clinical' and 'humanistic/(psycho)social') and are therefore unable to discriminate between different competencies or dimensions (Cook et al. 2010; Pulito et al. 2007; Archer et al. 2010).

Epistemological and pedagogical teacher conceptions, paired with professional practical knowledge, are core factors of teacher learning experiences that enable the transformation of research into practice (Rivero et al. 2011).

(Ip 11) The conceptions of the professional role varied.