This document provides a summary of the professional experience and qualifications of Raveendra R as an education professional and administrator in pharmacy education. Some key details include:
- Over 21 years of experience in education administration and as a professor of pharmachemistry at RR College of Pharmacy in Bangalore
- Previous experience including roles as Principal at Raman College of Pharmacy and A B M R College of Pharmacy, and as founder Principal of Rural College of Pharmacy
- Academic accomplishments including publications, conference presentations, and roles such as consulting editor and vice president of professional organizations
- Functional expertise including overall supervision, client relationships, team management, communication, training, and evaluation
R. Raveendra has over 21 years of experience in education administration and academics. He is currently a professor at RR College of Pharmacy in Bangalore. He has previously served as principal at several pharmacy colleges. He is seeking a new position to utilize his leadership, management, and teaching skills. His expertise includes setting up academic and administrative structures, staff development, and student outcomes.
An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
This document discusses training and development in organizations. It covers:
- The need for training to build competencies and support human development.
- Training is defined as enhancing efficiency, capacity and effectiveness through improving knowledge and skills relevant to a job.
- The functions of a training program include acquiring knowledge, changing attitudes, and improving performance.
- Training is important for new employees, promotions, preventing skill obsolescence, improving quality and meeting organizational objectives.
- Effective training requires the participant's intention to learn, reinforcement, developing potential, active participation, practice opportunities, and transfer of learning.
This document discusses staff development programs and continuing education for nurses. It defines staff development as the process of personal and professional growth for nurses while employed. The main components of staff development discussed are induction training, job orientation, in-service education, and continuing education. Induction training introduces new employees to organizational policies, while job orientation acquaints them with specific job responsibilities. In-service education and continuing education help nurses maintain and develop skills. The goals of staff development are to help employees improve performance and advance their careers. Factors such as technological advances and changes in health care necessitate ongoing education. The roles of educators in developing and evaluating effective staff development programs are also outlined.
An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
Supervision as Professional Development and RenewalAllison Mackley
Professional development can be used to build the capacity of teachers. There are effective best practices in leading teachers through continual learning opportunities.
The document discusses in-service education for nursing staff. It defines in-service education as planned educational experiences provided in the workplace to help staff perform jobs more effectively. The goals of in-service education are to promote professional growth, provide opportunities for promotion, upgrade skills and knowledge, and improve job performance. Effective in-service education is planned, ongoing, and meets the changing needs of staff. Evaluation of in-service education programs assesses whether objectives were achieved.
This document discusses staff development processes and programs. It describes the key components of staff development including orientation, continuing education, and job counseling. It explains that the goals of staff development are to develop realistic job expectations, reduce employee turnover, and help employees adapt to the organizational culture. The document also outlines different models for staff development programs, their advantages, and importance. It provides details on planning, implementing, and evaluating effective staff development.
R. Raveendra has over 21 years of experience in education administration and academics. He is currently a professor at RR College of Pharmacy in Bangalore. He has previously served as principal at several pharmacy colleges. He is seeking a new position to utilize his leadership, management, and teaching skills. His expertise includes setting up academic and administrative structures, staff development, and student outcomes.
An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
This document discusses training and development in organizations. It covers:
- The need for training to build competencies and support human development.
- Training is defined as enhancing efficiency, capacity and effectiveness through improving knowledge and skills relevant to a job.
- The functions of a training program include acquiring knowledge, changing attitudes, and improving performance.
- Training is important for new employees, promotions, preventing skill obsolescence, improving quality and meeting organizational objectives.
- Effective training requires the participant's intention to learn, reinforcement, developing potential, active participation, practice opportunities, and transfer of learning.
This document discusses staff development programs and continuing education for nurses. It defines staff development as the process of personal and professional growth for nurses while employed. The main components of staff development discussed are induction training, job orientation, in-service education, and continuing education. Induction training introduces new employees to organizational policies, while job orientation acquaints them with specific job responsibilities. In-service education and continuing education help nurses maintain and develop skills. The goals of staff development are to help employees improve performance and advance their careers. Factors such as technological advances and changes in health care necessitate ongoing education. The roles of educators in developing and evaluating effective staff development programs are also outlined.
An in-service program is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. It is a key component of continuing medical education for physicians, pharmacists, and other medical professionals.
Supervision as Professional Development and RenewalAllison Mackley
Professional development can be used to build the capacity of teachers. There are effective best practices in leading teachers through continual learning opportunities.
The document discusses in-service education for nursing staff. It defines in-service education as planned educational experiences provided in the workplace to help staff perform jobs more effectively. The goals of in-service education are to promote professional growth, provide opportunities for promotion, upgrade skills and knowledge, and improve job performance. Effective in-service education is planned, ongoing, and meets the changing needs of staff. Evaluation of in-service education programs assesses whether objectives were achieved.
This document discusses staff development processes and programs. It describes the key components of staff development including orientation, continuing education, and job counseling. It explains that the goals of staff development are to develop realistic job expectations, reduce employee turnover, and help employees adapt to the organizational culture. The document also outlines different models for staff development programs, their advantages, and importance. It provides details on planning, implementing, and evaluating effective staff development.
Tanveer Ul Haq has over 16 years of experience in education, training, teaching, and management. He has worked as a teacher, vice principal, and certified master trainer. He has extensive qualifications, including multiple master's degrees, and has trained over 10,000 educators. He is looking for an opportunity to continue contributing to education through leadership and training.
The document provides an overview of a seminar on staff development presented by Ms. Binsy Cherian. It defines staff development and discusses the need for programs to support ongoing learning and skill development for healthcare workers. The seminar covers topics such as the objectives, types (e.g. continuing education, in-service training), and standards of effective staff development programs, as well as some common barriers to implementation.
A PRESENTATION ON IN-SERVICE EDUCATION FROM NURSING EDUCATION deepakkv1991
IN SERVICE EDUCATION IS ALWAYS MISUNDERSTOOD FOR CONTINUING NURSING EDUCATION. BUT THIS BOTH COME UNDER THE MAIN HEADING OF STAFF DEVELOPMENT PROGRAM. AND MUST BE SEEN FROM VARIOUS ANGLE. THIS SLIDE WILL HELP YOU TO UNDERSTAND THE CONCEPT OF THE SAME IN AN BETTER MANNER.
The document discusses guidance and supervision in education. It defines guidance as a continuous process of helping individuals reach their full potential in a way that benefits themselves and society. Supervision involves overseeing subordinates' work to ensure plans and policies are followed and helping solve problems. The key aspects, principles, objectives, and types of guidance and supervision in educational settings are examined.
This document outlines a clinical rotation plan for M.Sc. Nursing students. It defines clinical rotation as explaining the order of clinical postings for nursing students in relevant areas according to statutory requirements. The objectives are to gain experience from clinical areas and attain overall nursing program objectives. Principles of the plan include accordance with the master plan, continuity, sequence, integration, sufficient teaching staff, and avoiding overcrowding. Factors to be considered include standards, policies, facilities, personnel, budgets, and field visits. The role of teachers is to provide meaningful, continuous experiences and avoid overcrowding while supervising students. A sample clinical rotation plan is provided allocating time for various psychiatric units and community health settings totaling 950 practical
Staff development programs aim to promote the ongoing education of employees through orientation, in-service training, and continuing education. Such programs help employees keep up with changes, improve performance, and ensure high quality patient care. They assess employee needs, provide educational resources, and use principles of adult learning to empower staff. Research is also important for continuing education, helping to identify gaps and validate improvements in nursing practice.
This document discusses the history and need for continuing education in nursing. It notes that while the idea of continuing education for nurses is as old as organized nursing, educational institutions have been slow to adopt it. The need for continuing education is driven by rapid technological advances in healthcare that have greatly changed nursing practice. New drugs, surgeries, equipment and more require highly skilled nursing care. The document defines various types of continuing education like orientation, management training, and programs for individual interests. It outlines the planning process for continuing education, including analysis, design, development, implementation and evaluation stages. Finally, it discusses some content areas and benefits of continuing nursing education.
This document discusses inservice education and adult education. It defines inservice education as continuing education provided to employees while on the job. The goals of inservice education are to improve professional skills and knowledge. Components of inservice education include orientation, skill training, leadership development, and continuing education. Adult education aims to educate individuals who did not receive basic education. It is organized at the village, block, and district levels. Principles of adult education include assessing needs and making learning interactive. Evaluation of inservice education programs assesses whether objectives were achieved and identifies areas for improvement.
The document discusses staff development programs in nursing. It defines staff development as providing opportunities for employees to improve their knowledge, skills, and performance in line with organizational goals. Effective staff development ensures organizations have capable nurses and improves the quality of nursing care. Staff development activities include various on-the-job and off-the-job training methods aimed at professional growth.
The mission of the Department of Professional Development and Continuing Nursing Education is to be a champion for the advancement of nursing science, education, and practice of professional nurses. Providing high-quality evidence-based educational activities to enhance professional nursing practice, and interprofessional development through educational activities, locally, regionally, nationally, and internationally.
Staff development in nursing aims to provide personal and professional growth opportunities for nurses through orientation, continuing education, and skills training. It involves assessing educational needs, developing objectives and programs, and evaluating outcomes. The goals are to assist nurses in improving performance, acquiring new abilities to advance their careers, and ensuring safe patient care as the healthcare field continuously changes and advances. Staff development includes induction training for new nurses, ongoing in-service education, and continuing education activities to keep nurses up to date with the latest knowledge and skills.
The document describes several nursing orientation programs across different specialties. A general orientation program involved an 8-week preceptorship with 9 new graduates, which resulted in a 47% increase in retention. A second program included general, unit-based, and nurse residency components, leading to a current 13% turnover rate. An ICU orientation was 16 weeks with a structured schedule and resulted in a 40% reduction in orientation time and 95% 1-year retention. A PCU program was 10 weeks with teams of 3 nurses and preceptors and increasing patient loads, intended to ease the transition to the unit. Overall the programs aimed to smoothly transition new nurses and improve retention rates.
Aims
1. To consider the role of training in staff development.
2. To examine career planning in schools.
3. To outline types of performance appraisal and career counseling.
4. To examine procedures in the case of discipline and dismissal.
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
The document discusses continuing nursing education. It defines continuing education as systematic learning experiences designed to enlarge nurses' knowledge and skills. Continuing education is needed to ensure safe patient care, update knowledge, and support career advancement. It describes various principles of continuing education, including determining learning needs, developing programs to meet needs, and evaluating results. The document also outlines different methods used for continuing education, such as short courses, conferences, and self-directed learning.
This document discusses staff development in education. It defines several terms used for staff development processes like professional growth, in-service education, and human resource development. It emphasizes that staff development should be proactive and personalized to individual needs, focusing on strengths rather than weaknesses. The major purposes of staff development are to improve teaching and learning for students, and enable staff to work towards organizational and personal goals. Some operational procedures and models for staff development are outlined, along with common methods like mentoring, quality circles, and clinical supervision. The document stresses that effective staff development facilitates personal and institutional growth.
Staff development programmes aim to provide ongoing training and education for employees to improve their knowledge, skills, and attitudes. The document discusses the need for staff development to help personnel keep up with changes in their field. It defines key terms like in-service education and continuing education. The philosophy of staff development is to promote high quality care through the continuous development of personnel. Various approaches, types, and methods of staff development are described, including induction training, job orientation, in-service education, and continuing education.
The document discusses the roles and responsibilities of teachers. It defines key terms like role, responsibility, characteristic, competence, function, and quality. It also outlines the various roles of a teacher such as instructional role, administrator role, faculty role, and personal role. The document discusses the desired characteristics of effective nurse educators under various competencies like facilitating learning, learner development, using assessment strategies, curriculum design, pursuing quality improvement, engaging in scholarship, and functioning within the educational environment. It provides examples of qualities that effective teachers should possess.
This document provides a summary of an individual's qualifications and experience in education administration and teaching. Over 34 years, he has held leadership roles as principal and educational director at several schools, demonstrating skills in curriculum development, academic performance management, human resources, and relationship building. He has trained over 6,000 teachers and currently works as a master trainer and resource person for CBSE. His educational background includes degrees in education management, political science, and certifications in higher education and guidance counseling.
Lee Pamuspisan Malapad has over 20 years of experience in education, training, and business management. He currently works as the Training and Consultancy Manager for RIMANSI Organization for Asia and the Pacific, where he designs and implements training programs for partner organizations. He has a Bachelor's degree in Marine Biology from UP Los Baños and is trained in areas such as corporate governance, sales, and scuba diving. Prior work experience includes operating his own deli business, managing a coffee shop, teaching science and entrepreneurship, and representing a pharmaceutical company.
The document discusses the roles and responsibilities of various stakeholders in curriculum development and implementation. It notes that the union government has an advisory role through advisory bodies, while national bodies like the INC formulate philosophy, objectives and frameworks for courses. At the state level, the government permits schools/colleges to start and continue courses. University faculties of education help propagate curriculum concepts. Curriculum coordinators have key planning, organizing, directing, coordinating and controlling functions. Integration of nursing education and services is important, with various professionals, domains and steps involved. Different types and models of collaboration are discussed.
Tanveer Ul Haq has over 16 years of experience in education, training, teaching, and management. He has worked as a teacher, vice principal, and certified master trainer. He has extensive qualifications, including multiple master's degrees, and has trained over 10,000 educators. He is looking for an opportunity to continue contributing to education through leadership and training.
The document provides an overview of a seminar on staff development presented by Ms. Binsy Cherian. It defines staff development and discusses the need for programs to support ongoing learning and skill development for healthcare workers. The seminar covers topics such as the objectives, types (e.g. continuing education, in-service training), and standards of effective staff development programs, as well as some common barriers to implementation.
A PRESENTATION ON IN-SERVICE EDUCATION FROM NURSING EDUCATION deepakkv1991
IN SERVICE EDUCATION IS ALWAYS MISUNDERSTOOD FOR CONTINUING NURSING EDUCATION. BUT THIS BOTH COME UNDER THE MAIN HEADING OF STAFF DEVELOPMENT PROGRAM. AND MUST BE SEEN FROM VARIOUS ANGLE. THIS SLIDE WILL HELP YOU TO UNDERSTAND THE CONCEPT OF THE SAME IN AN BETTER MANNER.
The document discusses guidance and supervision in education. It defines guidance as a continuous process of helping individuals reach their full potential in a way that benefits themselves and society. Supervision involves overseeing subordinates' work to ensure plans and policies are followed and helping solve problems. The key aspects, principles, objectives, and types of guidance and supervision in educational settings are examined.
This document outlines a clinical rotation plan for M.Sc. Nursing students. It defines clinical rotation as explaining the order of clinical postings for nursing students in relevant areas according to statutory requirements. The objectives are to gain experience from clinical areas and attain overall nursing program objectives. Principles of the plan include accordance with the master plan, continuity, sequence, integration, sufficient teaching staff, and avoiding overcrowding. Factors to be considered include standards, policies, facilities, personnel, budgets, and field visits. The role of teachers is to provide meaningful, continuous experiences and avoid overcrowding while supervising students. A sample clinical rotation plan is provided allocating time for various psychiatric units and community health settings totaling 950 practical
Staff development programs aim to promote the ongoing education of employees through orientation, in-service training, and continuing education. Such programs help employees keep up with changes, improve performance, and ensure high quality patient care. They assess employee needs, provide educational resources, and use principles of adult learning to empower staff. Research is also important for continuing education, helping to identify gaps and validate improvements in nursing practice.
This document discusses the history and need for continuing education in nursing. It notes that while the idea of continuing education for nurses is as old as organized nursing, educational institutions have been slow to adopt it. The need for continuing education is driven by rapid technological advances in healthcare that have greatly changed nursing practice. New drugs, surgeries, equipment and more require highly skilled nursing care. The document defines various types of continuing education like orientation, management training, and programs for individual interests. It outlines the planning process for continuing education, including analysis, design, development, implementation and evaluation stages. Finally, it discusses some content areas and benefits of continuing nursing education.
This document discusses inservice education and adult education. It defines inservice education as continuing education provided to employees while on the job. The goals of inservice education are to improve professional skills and knowledge. Components of inservice education include orientation, skill training, leadership development, and continuing education. Adult education aims to educate individuals who did not receive basic education. It is organized at the village, block, and district levels. Principles of adult education include assessing needs and making learning interactive. Evaluation of inservice education programs assesses whether objectives were achieved and identifies areas for improvement.
The document discusses staff development programs in nursing. It defines staff development as providing opportunities for employees to improve their knowledge, skills, and performance in line with organizational goals. Effective staff development ensures organizations have capable nurses and improves the quality of nursing care. Staff development activities include various on-the-job and off-the-job training methods aimed at professional growth.
The mission of the Department of Professional Development and Continuing Nursing Education is to be a champion for the advancement of nursing science, education, and practice of professional nurses. Providing high-quality evidence-based educational activities to enhance professional nursing practice, and interprofessional development through educational activities, locally, regionally, nationally, and internationally.
Staff development in nursing aims to provide personal and professional growth opportunities for nurses through orientation, continuing education, and skills training. It involves assessing educational needs, developing objectives and programs, and evaluating outcomes. The goals are to assist nurses in improving performance, acquiring new abilities to advance their careers, and ensuring safe patient care as the healthcare field continuously changes and advances. Staff development includes induction training for new nurses, ongoing in-service education, and continuing education activities to keep nurses up to date with the latest knowledge and skills.
The document describes several nursing orientation programs across different specialties. A general orientation program involved an 8-week preceptorship with 9 new graduates, which resulted in a 47% increase in retention. A second program included general, unit-based, and nurse residency components, leading to a current 13% turnover rate. An ICU orientation was 16 weeks with a structured schedule and resulted in a 40% reduction in orientation time and 95% 1-year retention. A PCU program was 10 weeks with teams of 3 nurses and preceptors and increasing patient loads, intended to ease the transition to the unit. Overall the programs aimed to smoothly transition new nurses and improve retention rates.
Aims
1. To consider the role of training in staff development.
2. To examine career planning in schools.
3. To outline types of performance appraisal and career counseling.
4. To examine procedures in the case of discipline and dismissal.
This document discusses continuing nursing education. It begins by defining continuing nursing education as experiences that help healthcare workers maintain and improve existing competencies or acquire new ones relevant to their responsibilities. These experiences should reflect community health needs and improve community health.
The document then outlines several principles of continuing nursing education. Planning is essential to meet nursing needs using available resources without duplication of efforts. Advisory committees that include various stakeholders can provide input into programming. Continuing education can be decentralized within departments or centralized in separate divisions. Careful planning is needed to establish goals and determine learning needs and priorities. Programs should be evaluated at intervals to assess effectiveness.
In closing, the document emphasizes that a successful continuing nursing education program results from careful,
The document discusses continuing nursing education. It defines continuing education as systematic learning experiences designed to enlarge nurses' knowledge and skills. Continuing education is needed to ensure safe patient care, update knowledge, and support career advancement. It describes various principles of continuing education, including determining learning needs, developing programs to meet needs, and evaluating results. The document also outlines different methods used for continuing education, such as short courses, conferences, and self-directed learning.
This document discusses staff development in education. It defines several terms used for staff development processes like professional growth, in-service education, and human resource development. It emphasizes that staff development should be proactive and personalized to individual needs, focusing on strengths rather than weaknesses. The major purposes of staff development are to improve teaching and learning for students, and enable staff to work towards organizational and personal goals. Some operational procedures and models for staff development are outlined, along with common methods like mentoring, quality circles, and clinical supervision. The document stresses that effective staff development facilitates personal and institutional growth.
Staff development programmes aim to provide ongoing training and education for employees to improve their knowledge, skills, and attitudes. The document discusses the need for staff development to help personnel keep up with changes in their field. It defines key terms like in-service education and continuing education. The philosophy of staff development is to promote high quality care through the continuous development of personnel. Various approaches, types, and methods of staff development are described, including induction training, job orientation, in-service education, and continuing education.
The document discusses the roles and responsibilities of teachers. It defines key terms like role, responsibility, characteristic, competence, function, and quality. It also outlines the various roles of a teacher such as instructional role, administrator role, faculty role, and personal role. The document discusses the desired characteristics of effective nurse educators under various competencies like facilitating learning, learner development, using assessment strategies, curriculum design, pursuing quality improvement, engaging in scholarship, and functioning within the educational environment. It provides examples of qualities that effective teachers should possess.
This document provides a summary of an individual's qualifications and experience in education administration and teaching. Over 34 years, he has held leadership roles as principal and educational director at several schools, demonstrating skills in curriculum development, academic performance management, human resources, and relationship building. He has trained over 6,000 teachers and currently works as a master trainer and resource person for CBSE. His educational background includes degrees in education management, political science, and certifications in higher education and guidance counseling.
Lee Pamuspisan Malapad has over 20 years of experience in education, training, and business management. He currently works as the Training and Consultancy Manager for RIMANSI Organization for Asia and the Pacific, where he designs and implements training programs for partner organizations. He has a Bachelor's degree in Marine Biology from UP Los Baños and is trained in areas such as corporate governance, sales, and scuba diving. Prior work experience includes operating his own deli business, managing a coffee shop, teaching science and entrepreneurship, and representing a pharmaceutical company.
The document discusses the roles and responsibilities of various stakeholders in curriculum development and implementation. It notes that the union government has an advisory role through advisory bodies, while national bodies like the INC formulate philosophy, objectives and frameworks for courses. At the state level, the government permits schools/colleges to start and continue courses. University faculties of education help propagate curriculum concepts. Curriculum coordinators have key planning, organizing, directing, coordinating and controlling functions. Integration of nursing education and services is important, with various professionals, domains and steps involved. Different types and models of collaboration are discussed.
The document discusses continuing nursing education. It begins by defining continuing education and listing its objectives such as keeping nurses updated and improving patient care. It then examines the needs for continuing education and its functions like maintaining healthcare standards. The document outlines various methods of continuing education and principles such as decentralization. It describes the roles of nurses, educators, and the planning process in continuing education to conclude that the seminar will help students understand this topic.
The document discusses the administration of a nursing curriculum. It outlines the key objectives of nursing curriculum administration which include providing effective and high quality professional services, developing and coordinating the nursing college, and effectively communicating the administration. It also discusses the roles and responsibilities of the curriculum coordinator in planning, organizing, directing, coordinating and controlling the curriculum. Additionally, it outlines the importance of integrating nursing service and education by linking theory and practice, and lists the professionals involved and steps to achieve effective integration.
This document provides an overview and framework for preceptorship programs. It aims to support new staff through orientation and role transitions. Key elements include pairing a new staff member with a preceptor to facilitate learning, develop competencies, and provide feedback. Benefits include increased confidence, job satisfaction, and quality of care for patients. Effective preceptors act as role models, provide constructive feedback, and facilitate problem-solving skills. Upon completion, new staff should be confident and autonomous in delivering high quality care. The framework provides standards and tools to guide preceptorship implementation and monitoring.
Carol Ann Dire's presentation outlines her commitments to culture, instruction, and intervention at her school. She will promote high expectations, foster positive staff morale, encourage involvement in decision-making, and communicate effectively with all stakeholders. She will also oversee curriculum, instruction, assessment, and response to intervention programs to support student achievement and ensure continuous improvement.
The document discusses the role and responsibilities of faculty supervisors in maintaining positive relationships between faculty and staff. It outlines best practices for faculty supervisors such as developing partnerships, fostering open communication, recognizing differences in roles, and expanding training opportunities. Faculty supervisors are responsible for curriculum planning, implementation, evaluation, developing instructional materials, observing teaching staff, and advising faculty and students. They also have important clinical roles like preparing students and guiding them to gain required experience.
Prof Rupali M. Kulkarni CV revised on 31st Augustrupali kulkarni
Rupali Kulkarni is a senior academician and assistant professor providing leadership in business and commerce education in India. She has over 20 years of experience in teaching subjects related to management, human resources, psychology and law at various colleges and institutions. She is currently pursuing her PhD in human resources from Nirma University. Her expertise includes curriculum development, classroom management, and student assessment.
This document discusses planning continuing education programs for nurses. It emphasizes the importance of planning to meet nursing needs, use resources effectively, and avoid duplication. The planning process involves establishing goals, determining needs and priorities, assessing resources, and developing a budget. Objectives for continuing education are outlined, and evaluation is described as essential to assess the program and identify areas for improvement. Various methods of continuing education delivery are also mentioned, including in-service education, distance education, and the use of journals.
Faculty supervisors play a dual role in both academic and clinical settings. They are responsible for curriculum development, teaching, and supervising students in clinical areas. Maintaining good relationships between faculty and staff is important for the effective functioning of an educational institution. Several factors can influence these relationships, including communication, role clarity, training opportunities, and policies for resolving conflicts. Techniques for improving relationships involve identifying best practices, defining roles and responsibilities, and providing training.
Accreditation is a third-party attestation related to a conformity assessment body conveying formal demonstration of its competence to carry out specific conformity assessment tasks. An authoritative body that performs accreditation is called an 'accreditation body'
The document discusses the nature of teaching as a vocation, mission, and profession. It outlines the roles and responsibilities of teachers as lecturers, planners, facilitators, assessors, values formators, record keepers, and materials developers. Common duties include teaching, enrollment, lesson planning, assessment, guidance, record keeping, and participation in professional development activities. It also discusses characteristics of effective teachers and the Teacher Education Development Program (TEDP) framework, which conceptualizes a teacher's career path. The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching.
The document provides guidance on developing and implementing a school improvement plan. It outlines that a school improvement plan sets goals for improving student achievement in key areas like curriculum, environment, and parental involvement. It describes the process for creating the plan, including establishing teams to set goals and strategies. It also discusses implementing the plan by informing staff and the community and regularly monitoring progress, as well as evaluating results through an ongoing data collection process.
The document discusses the roles and responsibilities of various stakeholders involved in curriculum development and implementation. It outlines the advisory role of the union government and national bodies like INC in formulating guidelines and approving courses. The roles of state governments, university faculties, curriculum coordinators, and integrating nursing education and services are also described. Various types of partnerships between academic and clinical settings are defined. Finally, common barriers to collaboration are listed.
Evelyn Quiambao seeks a leadership position utilizing her 20+ years of experience in education and business. She has strong skills in curriculum development, teaching, human resources, and management. Her experience includes roles as a college counselor, HR manager, store manager, and educator. She has a background in education, business administration, and psychology and is currently pursuing her doctorate in education.
This document provides information on continuing nursing education (CNE). It defines CNE and discusses its purposes, aims, need, functions, features, principles, elements, forms, process and evaluation. The key points are:
- CNE helps nurses maintain and improve skills and knowledge to provide better patient care. It includes educational activities after initial training.
- The purposes of CNE include gaining new knowledge/skills, professional growth, relicensure requirements, and better job performance.
- CNE needs to be developed by nurses and conducted within nursing education to ensure it meets community health needs.
- Evaluation of CNE programs is important to assess the impact on nurses' learning, behavior, and patient outcomes
CURRENT JOB DESCRIPTION AS SCHOOL NUTRITION DIRECTORMartha Harvey
The school nutrition director oversees all aspects of the district's child nutrition program. Key responsibilities include ensuring compliance with nutrition standards and safety regulations, managing financials and recordkeeping, developing menus that meet guidelines and customer preferences, procuring food cost-effectively, and employing personnel policies that recognize education and certifications. The director also establishes quality customer service, implements marketing and nutrition education programs, and ensures the program supports the district's goals and visions.
The document provides revised guidance notes on India's Model Educational Loan Scheme. It discusses several aspects of the scheme, including:
- Defining "meritorious students" as those admitted through a merit-based selection process or above a certain exam score cutoff.
- Clarifying that loans should not be provided for "management quota" admissions which are not merit-based.
- Specifying eligible higher education courses can include diploma programs and employment-oriented teaching courses, in addition to traditional degree programs.
- Noting expenses covered can include approved fees regardless of type of institution, if repayment is still viable.
- Suggesting banks could use rating of institutions and students to better target borrow
This document provides a summary of the professional experience and qualifications of Raveendra R as a senior education professional and administrator. Some key points:
- Over 21 years of experience in education administration and management, including as Principal of multiple pharmacy colleges in Bangalore, India.
- Holds a Master's in Pharmacy and currently works as a Professor of Pharmachemistry at RR College of Pharmacy in Bangalore.
- Extensive experience in academic and administrative leadership roles, including curriculum development, student counseling, placements, and staff management.
- Also has experience in educational consulting, publishing, conference presentations, and community outreach related to pharmacy education.
This document outlines the various career prospects and opportunities available to those with qualifications in pharmacy. It discusses avenues for jobs with a Diploma in Pharmacy, Bachelor in Pharmacy, and Master's/PhD in Pharmacy. Jobs are available in areas like the pharmaceutical industry, hospitals, retail pharmacies, teaching, and research. Opportunities exist in roles such as production, quality assurance, marketing, administration, and more. The document provides a detailed list of specific job titles and roles that pharmacy graduates can pursue both within India and abroad.
This document provides a summary of the professional experience and qualifications of Raveendra R as a senior education professional and administrator. Some key points:
- Over 21 years of experience in education administration and management, including as Principal of multiple pharmacy colleges in Bangalore, India.
- Holds a Master's in Pharmacy and currently works as a Professor of Pharmachemistry at RR College of Pharmacy in Bangalore.
- Extensive experience in academic and administrative leadership roles, including curriculum development, student counseling, placements, and staff management.
- Also has experience in educational consulting, publishing, conference presentations, and community outreach related to pharmacy education.
This document is a resume for an education professional with over 21 years of experience in education administration and academics. The resume outlines the candidate's work history as a principal and professor at several pharmacy colleges in Bangalore, India. It also lists academic qualifications, areas of expertise, publications, and references. The candidate has extensive leadership experience in setting up educational institutions, managing staff, and developing academic programs.
This memorandum of understanding establishes a collaboration between R R College of Pharmacy in Bangalore and a company to foster research, training, and knowledge sharing. The parties recognize their mutual interest in research and industry collaboration. The MOU will enable joint research projects, longer-term partnerships through industry involvement, and expert visits. It also aims to strengthen research development and provide students knowledge through the partnership.
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
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1. R RAVEENDRA RR College of Pharmacy, Near Chikkavanavara Hesaraghatta
road,Bangalore-560090,Off-080 28391155,Fax-28396210 resi-28374757,9480632081
Ph: 09341223427; Email:
ravi5268@gmail.com,meetraveendra@yahoo.com
SENIOR PROFESSIONAL – EDUCATIONIST/
ADMINISTRATION
New Academic Venture/ Innovative Solution Provider/ Educational Policy Formulator/
Educational - Change Management
PROFILE
• More than 21 years of rich experience in the field of Education, along with an
ability to handle core administration related activities such as infrastructure,
facility, human resources, admission, counseling, public relations, training and
development of staff members and organizational behavior, placement research
and organization development. Can be headhunted for spearheading the efforts
across reputed or new institutes as Director/ Principal
• Master in Pharmacy with expertise in effective planning and scheduling to ensure
execution of projects within time & budgetary parameters. Associated with RR
College of Pharmacy, Bangalore as Professor of Pharmachemistry
Providing authoritative leadership to both academic as well as administrative personnel in
the wider issues of Management
• running a financially and academically successful institution of higher learning to
cater to a large student community demanding strict quality standards for the
service they have come to avail
• Ensuring lucrative placement opportunities to students, eliciting cooperation of
industry experts in transforming the theoretical skill set of the students to practical
applicability in business situations
• Ability to interact with people and facilitating strong understanding/ learning.
Complete skills set include Leadership, Technological appreciation, Setting up of
a complete administrative and academic setup, Communication skills, Personal
relations skills, Public relations skills and Designing and planning of a unique
concept
FUNCTIONAL EXPERTISE
• Overall Supervision: Involved in maintaining inter-disciplinary coordination among
the team members.
• Client Relationship: Effectively coordination skills for seamless execution of the
events & activities.
• Team Management: Effectively lead & managed the team for the effective
execution of tasks assigned.
• Organizational skills – Involved in planning and organizing learning modules and
exercises
• Communication skills – Possess excellent communication skills and impart ideas
and thoughts effectively
• Training & Development – Imparting education and designing innovative means to
facilitate easier learning
• People understanding – Deep understanding of human psychology and relate to
people from diverse fields
• Trained professional – Received training in leading institutions and workshops for
better effectiveness
2. • Evaluation: Closely monitored the performance and took corrective actions for
improved understanding
• Extra – Curricular Activities: Involved in Debate, Declamation, Directed One Act
Plays, Poetry Recitation, Sports
ADMINISTRATION & TEACHING EXPERIENCE
RR COLLEGE OF PHARMACY, Bangalore, since 6 April 2006
Professor of Pharmachemistry
• Formulate syllabus division and make it available to students after getting it
approved along with learning objectives
• Prepare and administer examinations, grade them in a timely manner, and provide
feedback to the students
• Collaborate with fellow lecturers on lesson plans and performed administrative
tasks viz. recording attendance, managing student portfolios and providing
individual assistance to the students.
• Manage & direct teachers, office staff and support staff, providing guidance on the
goals of achieving excellence in academics, extra-curricular activities as well as
holistic development of children
• Identify areas of improvement while working with students and effectively coach
them to improve their performance consistently
• Vital role in design and development of admission strategies and its execution along
with the preparation of curriculum
• Prepare and administer examinations, grade them in a timely manner, and provide
feedback to the students
• Identify areas of improvement while working with students and effectively coach
them to improve their performance consistently
• Proven ability to easily assimilate new ideas, concepts, methods and technologies
RAMAN COLLEGE OF PHARMACY, Bangalore, 1 December 2003 – 5 April 2006
Principal
• Hands on experience in handling the entire gamut of functions related to managing
school, setting and maintenance of basic infrastructure, hiring of quality teachers
and effectively managing the administrative functions and peripheral staff to
ensure seamless operations
• Set the academic tone, hire, evaluate, and help improve the skills of teachers and
other staff.
• Visited classrooms, observed teaching methods, reviewed instructional objectives,
and examined learning materials.
• Vital role in design and development of admission strategies and its execution along
with the preparation of curriculum for pre-primary, primary and secondary classes
• Managed & directed teachers, office staff and support staff, providing guidance on
the goals of achieving excellence in academics, extra-curricular activities as well as
holistic development of children
• Studied the feasibility of using technology and promote the use of new technology
to resolve institutional problem
• Planned for the upcoming year, participating in workshops for teachers and
administrators and working to be sure the school has adequate staff for the school
year
• Actively worked with teachers to develop and maintain high curriculum standards,
develop mission statements, and set performance goals and objectives
• Involved in coordinating with the working professionals and students to assist in
managing internship with leading organizations. Attracted companies/organization
3. for their manpower requirement and responsible for placement of successfully
passed out students in organizations of repute
•
A B M R COLLEGE OF PHARMACY, Bangalore, 1 March 2002 – 31 November 2003
I/C.Principal
• Laid foundation of administrative and academic setup along with the development
and execution of admission process and curriculum activities. Established basic
infrastructure and hired teaching, administrative and peripheral staff.
• Assumed overall responsibility of a devoted educator covering professional
development, communication with Parents, assessment of Students and conducting
staff meetings.
• Designed interactive learning tools and hired talented academic personnel, general
and administrative staff.
RURAL COLLEGE OF PHARMACY, 15 March 1997 – 28 February 2002
Principal
• Pharmacy education was popularised in rural area by seminar and work shops at
PUC colleges and achieved RANKS in D Pharm exams successively for 5years
•
• A team of RRCP achieved Excellence in Pharmacy Eduacation in Rural district
of Bangalore by way of Study skills seminars, Fast track coaching for exams..etc
•
• Conducted National pharmacy week with –Health camps, blood camps,Free
blood grouping, BP / Diabetic, Eye camp in association with LIONS club of
Devanahall
•
ARISTOTLE COLLEGE OF PHARMACY / KGF KARNATAKA, 1 July 1989 – 14 March 1997
Principal
• Role of Pharmacist in community and with other Health service personeel program
was coducted to make a team doctors, Pharmacists, Nurses, and other health
personnel to serve better with love and affection to NEEDY Rural Patients
•
• Educational Question bank, Viva-voce questionsand answers ,previous 10
years D Pharm annual exam question papers solved answers were published
for the benefit of WORKING pharmacists of Karnataka, Andra, Kerala,
Delhi ..etc
•
ACADEMIC ACCOMPLISHMENTS
• Credentials of being a consulting editor of IJDDR
• Accomplishment of being a Vice president for IJPs
• Aiding International Publication /National Publication
• Successful author of a book: “Via-Voce” for pharmacy students by CBS Publishers,
New Delhi. The same book is consulted by 250 Pharmacy institutions in Karnataka
Andhra Pradesh, Tamil Nadu, Maharashtra , Gujarat, Kerala
• working as a Pharmacy Inspector for Karnataka State Pharmacy Council
• Inspector of Pharmacy Council of India
• Examiner & LIC Member, Chairman of RGUHS,
4. • Founder president of IPA -peenya of Bangalore
• Council Member of IPA Karnataka State Branch
• ex.District Chairman of Lions International
• NSS Officer, RGUHS (Rajiv Gandhi University of Health Sciences)
• Working as a Career Guidance Adviser since 1989
• Member of IPA (India Pharmaceutical Association), APTI (Association of
Pharmaceuticals of India), KSPC (Karnataka State Pharmacy Council)
• Educational consultant for 27 instituions in india
• Guest faculty of many universities
• Industry-interctions since 1989
• Guiding Community phamacists to updated their professional knowledge
• Condcted many Health Camps in Rural Area and Distrubuted Medicines worth more
than 2lakhs since 3 years
• Plcements for students in Hosipitals, Pharmcies,Pharma companies since 1989
• Attened many National, Internationl Conferences and presented reserch articles
• Conducted Many district,State,National And International conferences -AS chairman
of Press and Publicity
• donted blood 27times and condcted more than 29camps helping the needy patients
since 1989
• Popularising @ Pharmacy education @ by LIVE program in Doordharshan and Other
TV Channels
• Popularising MUDRAs for fast recovery of different diseases
PUBLICATIONS
1.Educational Research article Entitled *GOOD EDUCATIONAL PRACTICES IN
PHARMACY * published in IJPER 42(2) Apr-Jun 2008 ,190-194
2.Poster presented Entitled *VALIDATION OF REVERSE OSMOSIS PLANT AND
VALIDATION OF HANDLING UNIT * AT 59TH
IPC Varanasi dec 2007
3.A poster presented entitled *VITAL ROLE OF INTREST IN IMPROVEMENT
OF PHARMACY EDUCATION IN INDIA AND WORLDWIDE * AT fip
CONGRESS 2008 AT Basel, Switzerland
4.Poster presented Entiltled @ Formulation and evaluation of the fast dissolving
tablets of Aceclofenac @ At FIP congress 2008 at Basel, Switzerland
5.Poster presented entitled # Studies on colon yargeted drug delivery system fir
tinadazole in treatment of Amoebiasis at FIP congress 2008 at basel Switzerland
6.A review article entiltled @ Biodegradeble carriers in colon targeted drug
deliver:An update,communicated to International jpurnal of Green Pharmacy
7.A review article entitled * Antihyperyensive drugs abd management of
Hypertensive disorders in Pregnancy * communicated to IJPER
5. 8. An article published Entiltled @ Colon targeted delivery of 5-fluoro uracil using
chitosan- sodium alginate microcapsules Publised In IJPS
9.An Educational Reserch article entitled @ Drug information center-An Indian
scienario @
EDUCATIONAL CREDENTIALS
Pursuing Ph. D Kuvempu University
Master in Pharmacy Gulberga University
B. Pharma Gulberga University
Computer Proficiency: MS Office, Excel, PowerPoint
Date of birth: 1 September 1967,Davanagere
Fathers Name: Mr.T Ramachandra
Mothers Name;Mrs.Umaramachandra
Linguistic Proficiency: Kannada, English, Hindi, Telugu and Tamil
References:1. Dr.B Suresh President
Pharmacy council of India,Newdelhi
2. Sri.D H.Shankara murthy Speaker and
Former Higher education Minister
Govt of Karnataka, Bangalore
3.Mr.Nanda kumar IAS
Joint secretary to Chief minister
Govt of Karnataka, Bangalore
Disclaimer: Please get back to me for RECTIFICATIONS/ CHANGES in the resume
within 3 days on this email id: aradhana.timesjobs@gmail.com
6. 8. An article published Entiltled @ Colon targeted delivery of 5-fluoro uracil using
chitosan- sodium alginate microcapsules Publised In IJPS
9.An Educational Reserch article entitled @ Drug information center-An Indian
scienario @
EDUCATIONAL CREDENTIALS
Pursuing Ph. D Kuvempu University
Master in Pharmacy Gulberga University
B. Pharma Gulberga University
Computer Proficiency: MS Office, Excel, PowerPoint
Date of birth: 1 September 1967,Davanagere
Fathers Name: Mr.T Ramachandra
Mothers Name;Mrs.Umaramachandra
Linguistic Proficiency: Kannada, English, Hindi, Telugu and Tamil
References:1. Dr.B Suresh President
Pharmacy council of India,Newdelhi
2. Sri.D H.Shankara murthy Speaker and
Former Higher education Minister
Govt of Karnataka, Bangalore
3.Mr.Nanda kumar IAS
Joint secretary to Chief minister
Govt of Karnataka, Bangalore
Disclaimer: Please get back to me for RECTIFICATIONS/ CHANGES in the resume
within 3 days on this email id: aradhana.timesjobs@gmail.com