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Obligation of continual training of experts appointed by courts and the minister of justice, concurrently with the performance of their practice, taking into account legal rules in force, and outline of model solution
Pivoňková, Kateřina
The author of the article solves – within her thesis – the issues of standardisation and harmonization of continual training of experts with specific focus on the needs of the expert‘s specializations in forensic eco-technique. In this contribution, the author deals with this domain from the point of view of the present legislation which does not require from the already appointed experts lifelong professional education, compares the conditions, methods and approaches of demanding admission procedure preceding the appointment of an applicant to the office of an expert (four-term course, length of experience and professional practise, expert minimum, manner of verifying prerequisites for being appointed as an expert, i.e. written test, processing a testing expert opinion, preliminary interview), and at the same time considers outline of model solution for continual training of experts, and that before being appointed, as well as during the whole period of their office as an expert.
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Lifelong midwives of education.
BOUDOVÁ, Monika
The theme of this thesis is ?Lifelong Midwifery Education?. The midwife´s competence is a subject to a three-year Bachelor's study and then repeated award of the Certificate of Eligibility to work without professional supervision. This is conditional on not only obtaining a Bachelor's degree, but also implementing the program of lifelong education. These conditions have not always been as such. In ancient times there was not any emphasis on midwives´ education, over time the knowledge and experience became more of an importance. A midwife of today is still forced to complement her skills. Despite of the fact that training courses had already existed, midwives were not obliged to attend them or prove any ongoing collection of new skills. After joining the European Union the education system of non-medical staff underwent changes, and in addition to existing secondary education or higher professional studies the schools proved inadequate and the studies had to be transferred to universities. At the same time the midwives had to prove their ongoing education and studies with their reached credits. The objective of this effort is a high quality nursing care and the care in midwifery. This research aims to map the interest of midwives in Lifelong Education events and detect possible gaps in some parts of the training. This can be used to extend the practice of lifelong studies. The research method used an anonymous questionnaire which was filled in by the Ústí Region midwives. The expectations that the midwives with lower education would not be as much interested in the offer of the education as the ones with higher education were incorrect. According to the questionnaires the topics and events of education are sufficient. Both the groups have proved comparable demand for education and training. The offered themes were, according to the midwives, fully satisfactory. The research has also showed rather poor knowledge of foreign languages. The midwives should be encouraged and motivated to expand not only their professional but also language skills going forward.
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Problems lifelong learning of nurse
HALUZOVÁ, Jaroslava
My thesis addresses the issue of lifelong learning of nurses.Lifelong learing promotes high standards of profesional practice. The principles and values of lifelong learning are increasingly important. The objective of the research was to find out how motivated the health care personnel are to improve their skills and knowledge in the interest of their patients. In my research I also obsesrve if nurses have the responsibility to grow professionally and if they have enought access to information about lifelong education programs.For data collection the quantitative research was used.The summary of my research: nurses are concerned about lifelong learning, they are aware of the need to enhance the profesional practice. But they are not informed enough about relevant chances.The mandatory registration has enhanced the involvement in lifelong learning of nurses. But the most important motivating factor is the prospect for promotion and a better salary.
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