CONTINUING PROFESSIONAL DEVELOPMENT OF SOCIAL WORKERS IN PRACTICE: AN EXPLORATIVE INVESTIGATION by Roseline September

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Creating intentionally inviting schools through professional development: an appreciative inquiry by G.M. Steyn

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CONTINUING PROFESSIONAL DEVELOPMENT (CPD) FOR THE SOCIAL WORK PROFESSION IN SOUTH AFRICA by Antoinette Lombard, Santie Pruis, Margaret Grobbelaar, Dudu Mhlanga

Subjects: “…professional development (cpd)…”
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Providing truly patient-centred care: Harnessing the pragmatic power of interpreters by Wallmach, Kim

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CONTINUOUS PROFESSIONAL DEVELOPMENT WORKSHOPS CAN BE AN OPPORTUNITY FOR CONSCIOUS AND INTENTIONAL KNOWLEDGE DEVELOPMENT: CASE-SPECIFIC REFLECTIONS by Petro Botha

“…The author explored how Continuous Professional Development workshops could be used consciously and intentionally in knowledge development by applying the six steps of the reflexive cycle in the Heuristic Research model to data collected at a workshop on disability care management presented to social workers of the Ekurhuleni Metropolitan Municipality. …”
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RESEARCH FINDINGS AND IMPLEMENTATION CHALLENGES OF THE CONTINUING PROFESSIONAL DEVELOPMENT (CPD) POLICY FOR THE SOCIAL WORK PROFESSION IN SOUTH AFRICA by Antoinette Lombard

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MANAGEMENT TASKS OF SOCIAL WORKERS SUPERVISING EARLY CHILDHOOD DEVELOPMENT (ECD) CENTRES: IDENTIFYING THE AREAS FOR PROFESSIONAL DEVELOPMENT by Jessica Ronaasen, Lambert K Engelbrecht

“…These social workers can provide valuable insight into the unique management tasks and associated professional development areas uniquely required when working in the ECD sector. …”
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Transformational Learning Through Teacher Collaboration: a Case Study by Gertruida M. Steyn

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COMMUNITY DEVELOPMENT PRACTITIONER PROFILING FOR OCCUPATIONAL PROFESSIONALISATION, SKILLS DEVELOPMENT AND CONTINUOUS QUALITY ASSURANCE by Cornel Hart, Frik De Beer

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EDITORIAL by Sulina Green

“…In this issue two articles address the need for sustainability in organisations and in a child welfare workforce, and two look at challenges related to the working conditions of social workers and to continuous professional development. Four articles focus on issues in child and family welfare such as family preservation, parenting skills, needs and circumstances of adolescent orphans in foster care, and adolescent girls who present with suicidal behaviour. …”
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SELECTION AND THE DEVELOPMENT OF THE HUMAN RESOURCES OF THE SA DEFENCE FORCE FOR THE YEAR 2000 by R. Eberlein

“…<p>In a series of articles (Eberlein, 1989; 1990; and 1991) an attempt has been made to describe the need for an integrated approach to human resources development in the SA Defence Force (SADF); the role of educational technology in that development; and the need for the professional development of trainers in South Africa. For the convenience of the reader who has neither the time nor the endurance to study those articles, the contents will be repeated synoptically here, with the necessary emphasis on the subject of this paper. …”
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Design-based research for the development of a flexible learning environment by Belinda van der Merwe

“…Conclusion: The three outcomes of this design-based research included the formulation of design principles, a designed product in the form of a Website and professional development of the researcher. The design-based research principles that were tested involved the use of knowledge in real life and measuring if students were effective performers with acquired knowledge.…”
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Exploring the discord between pharmacy education and practice in antimicrobial stewardship by Devina Chetty, Stephanie Leigh-de Rapper

“…Education and training in AMS principles is obtained through master’s programmes, short courses, Continued Professional Development (CPDs) and workshops and insufficiently incorporated in undergraduate programmes. …”
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Clinical teaching practices of nurse educators: An integrative literature review by Sybil N. Gcawu, Dalena van Rooyen

“…Papers that were selected revealed six main themes, with sub-themes, outlining best practices for clinical teaching, namely: (1) planning for clinical teaching practice: self-preparation and planning for clinical placement; (2) facilitation of students’ clinical learning: orientation of students, planning for clinical teaching and the clinical teaching process; (3) evaluation of students’ clinical skills: reflection by the nursing student and feedback; (4) modelling professional clinical teaching practice: emotional intelligence, self-evaluation, role modelling and continuous professional development; (5) work-based assessment in the clinical environment: clinical assessment process and clinical assessment tools and (6) clinical teaching in the simulation laboratory. …”
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