ABSTRACT
Aims: Experiments undertaken with two professions (engineers and anesthesiologists) have shown the possible overestimation of perceived stress by subjects when self-assessing stress through questionnaires for high levels of acute stress. Previous analyses having demonstrated that the overestimation was effective, the present study aimed at analyzing a possible effect due to professional traits.Study Design:Data were compared with models of professional personality: Myers-Briggs Type Indicator approach, Holland’s theory of careers and vocational choice and the Five-Factor model of personality.Place and Duration of Study:Data from previous studies were used: A sample of engineers working at the nuclear power plant of Chinon in France (published in 2014) and a sample of anesthesiologists working at the University Hospital of Angers, France (published in 2015).Methodology:Anesthesiologists (N=11, 50% male, 25 to 35 years old) experienced a stress episode in an operating theater simulator. Engineers (N=8, 38% male, 25 to 35 years old) underwent a stress-test in their office. Heart rate was measured for each subject. Comparison was examined between the stress perceived by the subjects through the Post-traumatic Disorder Inventory and the expected levels of stress estimated using the heart rate data. Characterization of the difference was undertaken using models of professional personality.Results:While a Myers-Briggs Type Indicator approach did not provide any relevant information, an approach based on Holland’s theory of careers and vocational choice and on the Five-Factor model of personality showed that overestimation of stress was linked with occupational preoccupations specific to the professions. Limitations, perspectives and scientific implications are discussed.Conclusion:As a major recommendation for researchers, during experiments inducing high levels of acute stress, it is worth to consider the possibility to compare self-assessment of stress with physiological measurements in order to detect a possible overestimation of perceived stress
ABSTRACT
Professional personality is characterized by stability and plasticity,and it should make the entry point of the cultivation of medical students' professional personality on the training of doctor-patient communication skills.Meanwhile,doctor-patient communication skill is an important factor of the medical professional personality.This paper discussed the cultivation of doctor-patient communication skills among medical students from the perspective of analysis of doctor-patient communication obstacles.It should improve the doctor-patient communication skills of medical students and shape healthy medical professional personality,taking the education of cognition,emotion,will,and behavior as pathways.
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Through the interpretation of traditional Honesty, this article is to understand the semantics of credibility andintegrity in traditional ethical culture, to analyze the relationship between the concept of honesty and medical skills, deriving goodness and endowing novelty, further to reveal the revelation for medical professional personality cultivation. Meanwhile, it points out that we should try our best to overcome the shortcomings of tradi-tional concept of honesty,clarify the connotation of honesty and find out the evidence of honesty culture in tradition-al Chinese ethics. This is the tracing and deepening of the connotation of honesty, as well as the highlighting of honesty as the content of medical professional personality. It is further beneficial to strengthen the pathway con-struction of medical profes.
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Now, parts of the medical personnel have some problems such as low professional moral accomplish-ment, lack of sense of responsibility, professional skills and post does not match, faith is not strong, and so on. The external environment and internal weakening sense for cultivation are the main reasons.Therefore, optimizing the external environment, improving the education system, strengthening medical personnel’ s values, could pro-mote the formation of medical staff’ s professional personality, and eventually led to a powerful implement of social-ist core values in medical practice.
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Se realizó una investigación documental con el objetivo de valorar la influencia del desarrollo de la personalidad profesional en la carrera Enfermería en la seguridad del paciente. Esta valoración, a partir del procedimiento inductivo-deductivo, el análisis y la síntesis, consideró la importancia de esta estrategia curricular para garantizar la formación integral de los estudiantes y su repercusión en la calidad de la atención. Ésta se considera la principal en la carrera y está relacionada a la ética en el profesional de Enfermería, aspecto clave en su formación y que no es posible lograr con la debida profundidad desde una sola disciplina o asignatura.Se hace referencia a los aspectos metodológicos de la estrategia y su relación con el trabajo profesional seguro y responsable como principio insoslayable en la asistencia de salud a personas, familias y comunidades, a partir del entretejimiento de esta estrategia con los programas analíticos de las asignaturas y su implementación en el proceso docente. Se concluye que esta estrategia como una forma particular de desarrollar el proceso docente, con una direccionalidad altamente coordinada que responda al perfil de salida, en la que se imbrican de manera creciente los contenidos y los diversos métodos teóricos y prácticos de las unidades curriculares del plan de estudio, influye en la formación de un profesional competente, capaz de aplicar conscientemente en su método de actuación profesional un enfoque ético, bioético, humanista y manifestar buenas prácticas, seguras y responsables en el cuidado, lo que se traduce en seguridad para el paciente(AU)
The aim of present paper was to carry out a documentary research to assess the influence of the professional personality development on the Nursing career in the patient safety. From the inductive-deductive procedure, the analysis and synthesis, this assessment took into account the significance of the curricular strategy to guarantee the integral training of students and its repercussion on the care quality. This is the main thing in the career and it is related to ethics in the Nursing professional, a key feature in its training and that it is not possible to achieve deeply from one only discipline or subject. We make reference to the methodological features of strategy and its relation to the safe professional work and responsible like a unavoidable principle in the health assistance to persons, families and communities, from the interweave of this strategy with analytical programs of subjects and its implementation in the teaching process. We conclude that this strategy like a particular way to develop the teaching process with a highly coordinated direction answering to output profile, where in an increasing way are implicated the contents and the different theoretical and practical methods of curricular units of study plan, influence in the training of a competent professional, able to apply conscientiously in its professional performance method an ethical, bioethical, humanistic approach and to express good, safe and responsible practices in the care, leading to safety for patient(AU)
Subject(s)
Humans , Learning , Patient Care , Professional Competence , Curriculum , Education, Nursing , Patient SafetyABSTRACT
With the development of knowledge economy, society has more and more high demand for professional quality. Medical students are the reserve talents for the health care industry of our country, so it plays an important role in keeping people's health by improving the professional quality of medical students. Therefore, we should put more emphasis on the education of professional consciousness, professional moral, professional spirit, professional ideal and professional rights and interests, making students form the healthy medical professional personality, to establish the foundation for the sustainable development of the health care industry.
ABSTRACT
Objective: To discuss the personality traits of medical students,in order to provide references for building medical occupational personality of medical staff.Method: Adopt Cartel's questionnaire of 16 personality traits to survey 462 medical students.Result: Medical students possess several personality traits,including lack of learning,being perfunctory,easy-going,conservative and obedient,but meanwhile they also possess steady psychological diathesis and creativity.Conclusion: There are three aspects to be concerned in building personalities of medical staff,including confirming the shaping direction,emphasizing professional knowledge as well as humanities subjects,and stressing the combination of theory and practice.
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The expressional capacity is an important element to the education of medical professional personality. The author discusses the close relationship among linguistic art as well as linguistic quality, humanistic quality, psychological quality and civilized words. The education of medical professional personality has objective demand for linguistic art. Brilliant expressional capacity plays an important role in establishing the harmonious relationship between doctors and patients, as well as exhibiting the doctor's charming personality.
ABSTRACT
Great emphases should be placed on the cultivation of students' professional personality in vocational and technical colleges.This essay brings forward three cultivating stages including public and basic cultural quality training,basic medical vocational morality training,and professional medical personality training.Cultivating modes are also explored such as offering required courses of humanistic qualities in professional medical personality and a series of elective courses of professional medical personality qualities.This essay provides cultivating approaches including teaching program design,teaching process,teaching evaluation,teaching staff training,teaching means,practicing and skill training,and campus cultural construction to realize the transformation of medical students' cultivation from professional personality education to practical quality education.