University of Miami President Dr. Donna Shalala to retire in 2015

Dr. Donna Shalala

Earlier this week, Dr. Donna Shalala, current President of the University of Miami and former Clinton U.S. Secretary of Health and Human Services (HHS), announced that she plans to retire. In her departure letter, Dr. Shalala writes that, “a long time ago a friend advised me to always leave a job when you still love it. That is certainly the case here.” However, she closes with saying that, “this is not a goodbye letter; we have work to do. I look forward to a spectacular year.” Read the full letter here.

Dr. Shalala is also featured in an interview by author Dr. Patti R. Rose in her book, Cultural Competency for the Health Professional, an essential text that reviews the importance of the implementation of cultural competency by allied health professionals, and the process of assessment, training, and evaluation. It includes a clear and concise overview of the necessary tools to apply cultural competency processes as well as systematic and disciplined approaches to the process of achieving it. Also addressed are the reservations that may exist in various health professions with interests in moving in the direction of cultural competency, such as associated costs and limited time. Cultural Competency for the Health Professional provides health professions students with key cultural competency information and practical insight into how to apply this knowledge in their day-to-day work environments as they deal with patients on a clinical basis.

Chapter 10 includes an interview between the author and Dr. Shalala. Read an excerpt:

Dr. Rose: In general, what is your perspective regarding healthcare reform given the rapidly changing demographics in the U.S.?
Dr. Shalala: I don’t think there is a lot of reform in health care reform. What I do think is that it is a substantial increase in coverage. We’re going to get close to most Americans having health insurance. So this bill is very much about coverage. So the people who don’t currently have coverage are working class. That involves large numbers of minorities, African Americans and Hispanics in particular, who tend to work hourly and often more than one part time job but they are working. So 80% of the people who don’t have health insurance at this moment in time are working or they are families of the workers.
Dr. Rose: So essentially what you are saying is the fact that our demographics are changing. This new concept has emerged– emerging majorities rather than minorities–in fact the term minorities might become obsolete.
Dr. Shalala: That’s absolutely true.  So that means that health care has to change along with it. Both who provides the healthcare and how they provide it.

Interested in learning more? Visit our website today.

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Just Published: Drug Delivery by Ashim K. Mitra

Just Published: Drug Delivery

Drug DeliveryDrug Delivery by Ashim K. Mitra is the latest and most up-to-date text on drug delivery. This resource is an admirable foundation for health profession students, clinicians, and graduate students, as well as researchers and scientists. Presenting complex content in an organized and concise format, this accessible text provides a detailed overview of drug delivery systems, routes of drug administration and development of various formulations. This text provides an ample review of the cutting edge research being carried out in this field and a focus on the worldwide research on drug delivery and targeting at the molecular, cellular, and organ levels.

Understanding drug delivery systems and how they influence drug absorption and administration is critical for the healthcare professionals who prescribe medications and for the pharmaceutical scientists who develop them. Drug delivery is rapidly expanding and is vital component to therapeutics. Drug Delivery provides an informative introduction to an imperative area of pharmaceuticals while developing useful concepts of drug delivery.

 

Key Features

  • Navigate Companion Website, including: Chapter Quizzes, Crossword Puzzles, Interactive Flashcards, Interactive Glossary, Matching Exercise
  • Includes the latest development in drug delivery worldwide
  • Addresses emerging areas in the pharmaceutical field
  • Overview of all aspects of drug delivery systems

Instructor ResourcesInstructor’s Manual, including a Sample Syllabus and Answer Key for end-of-chapter Review Questions, Lecture Outlines in PowerPoint Format, featuring more than 450 slides, Test Bank, including more than 400 questions

Interested in learning more?  Visit our website or preview a sample chapter

 

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Academic Integrity and the Law of Unintended Consequences

Sharon 2014 Headshot FB SizeEach fall, as we return to classes we have an opportunity to reflect on previous successes–and failures. One of the more persistent failures we seem to have with our students is instilling a sense of integrity in their academic work. The same students who would be mortified if you accused them of shoplifting have been known to lift entire works from other authors and other students. Sometimes, their boldness can leave you breathless and scratching your head, wondering if they had only put that much effort into their work, they would have passed the course without cheating. The following is an example of such audacity.

We had a student who was struggling with her writing skills. Although she came to our program with a high GPA, her writing needed improvement. She was not writing at a graduate level. Angered by an instructor’s detailed feedback, she began to send me enraged emails, not one of which was grammatically correct. When I pointed out her emails could benefit from spell check and grammar check and that she had essentially proven the instructor’s point, she began phoning me repeatedly to complain about the instructor. I listened and encouraged her to work hard, use our writing tutors, and make an effort to incorporate the instructor’s feedback into her work. I also suggested she ask a peer to read her work and give her feedback. She agreed to find a peer reviewer, and did not phone me again.

A few weeks later, the instructor contacted me with concerns about the student’s final assignment, an original case study to be created by each student. As she read the student’s paper, she kept saying to herself, “This sounds so familiar.” Per our university policy, the instructor submitted the suspicious document to our plagiarism software. The instructor discovered this student had taken her peer reviewer’s paper (they swapped them electronically) and changed the name of the characters in the case study analysis, then claimed it as her own work. The student failed the course. At first she claimed she had not plagiarized. However, when informed the documentation was conclusive, she responded, “I was planning to quit the program, anyway.”

This example demonstrates the law of unintended consequences. As an educator, I suggested she work with a peer to improve her writing, hoping the feedback she received from another student would sting less than the feedback of a faculty member (Covil, 2010). Instead, the student saw her classmate’s superior work and decided to appropriate it as her own. Does this mean we should never use peer reviewers to coach students? No, I am not in favor of throwing the baby out with the bath. However, in the hands of someone who is angry, desperate to pass a course, and has a sense of entitlement (“No one has EVER told me I can’t write well!”), peer reviews should be used with caution.

We cannot teach integrity to students who are not receptive to the concept. They arrive at our doors with their values from previous life experiences. What we can do is to educate them what academic integrity is and what it is not, teach them proper citation, referencing, and formatting, utilize honor codes, and draw solid boundaries when a student demonstrates purposeful theft of another’s intellectual property (Kidwell, 2001; McCabe & Pavela, 2004). While I recognize most of us did not sign up to be police officers, to allow students who purposely violate Academic Integrity policies a get out of jail free card dilutes our programs and defeats the efforts of our hard-working honest students. Our discipline, healthcare organizations, and most important, our customers, clients, and patients deserve the best, most qualified, and ethical healthcare managers. It is up to us to deliver on our promises.

Sharon B. Buchbinder, RN, PhD

Sharon Buchbinder is Professor and Program Coordinator for the MS in Healthcare Management at Stevenson University in the Graduate and Professional School and former chair of the Association of University Programs in Health Administration (AUPHA). She is also the author of three books from Jones & Bartlett: Introduction to Health Care Management, Cases in Health Care Management, and Career Opportunities in Health Care Management.

Here are some references if you are interested in this topic.

Covil, A. (2010). Comparing peer review and self-review as ways to improve college students’ writing. Journal of Literacy Research,  42:199–226, 2010

Kidwell, L.A. (2001). Student honor codes as a tool for teaching professional ethics. Journal of Business Ethics, 29 (1/2), 45-49.

McCabe, D.L. & Pavela, G. (2000). Some good news about academic integrity. Change, 33 (5), 32-28.

McCabe, D.L. & Pavela, G. (2004). Ten (updated) principles of academic integrity: How faculty can foster student honesty. Change, 36 (3), 10-15.

Sterngold, A. (2004). Confronting plagiarism: How conventional teaching invites cyber-cheating. Change, 36 (3), 16-21.

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ALS Ice Bucket Challenge Brings Awareness to a Little Understood Disease

The Jones & Bartlett Learning marketing team taking part in the ALS Ice Bucket Challenge

The Jones & Bartlett Learning marketing team taking part in the ALS Ice Bucket Challenge

Over the past few weeks, the social media phenomenon known as the Ice Bucket Challenge has brought unprecedented attention and awareness for amyotrophic lateral sclerosis (ALS), also known as Lou Gehrig’s Disease.

With everyone from Charlie Rose to Benedict Cumberbatch to our very own teams at Jones & Bartlett Learning taking part in the challenge, the ALS Association reports that since the end of July, “more than 70,000 new donors” have contributed to the cause. According to Barbara Newhouse, President and CEO of The ALS Association,

“We have never seen anything like this in the history of the disease. We couldn’t be more thrilled with the level of compassion, generosity and sense of humor that people are exhibiting as they take part in this impactful viral initiative.”

However, the ALS Association also notes that only about half of the general public fully understands the disease. One result of the Ice Bucket Challenge is the opportunity to explain that it is,

“… a progressive neurodegenerative disease that affects nerve cells in the brain and the spinal cord. Motor neurons reach from the brain to the spinal cord and from the spinal cord to the muscles throughout the body. The progressive degeneration of the motor neurons in ALS eventually leads to their death. When the motor neurons die, the ability of the brain to initiate and control muscle movement is lost. With voluntary muscle action progressively affected, patients in the later stages of the disease may become totally paralyzed.”

Respiratory Management of ALS: Amyotrophic Lateral SclerosisJones & Bartlett Learning is committed to ALS awareness and education. One key resource is Respiratory Management of ALS: Amyotrophic Lateral Sclerosis by Lee Guion, RRT, MA, the first comprehensive textbook on the assessment and management of respiratory symptoms in ALS and other motor neuron diseases.

  • Brings together the latest research, expert opinions, and treatment options for respiratory symptom management
  • Provides a detailed, step-by-step approach to assessment of upper and lower airway structures and how motor neuron loss impairs function
  • Treatment options emphasize symptom management and enhanced quality of life
  • Includes palliative care, end-of-life decision making, and long term mechanical ventilation

To learn more about this title, visit our website.

To find out more about ALS or donate, please visit www.alsa.org or www.petefrates.com.

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Jones & Bartlett Learning Author John D. Davies Publishes Respiratory Care Article

hessJohn D. Davies, the author of Chapter 19: Airway Management in Respiratory Care: Principles and Practice, Second Edition, just published a great article in the June issue of RESPIRATORY CARE.

Taken from the abstract:

Manual ventilation is a basic skill that involves airway assessment, maneuvers to open the airway, and application of simple and complex airway support devices and effective positive-pressure ventilation using a bag and mask. An important part of manual ventilation is recognizing its success and when it is difficult or impossible and a higher level of support is necessary to sustain life. Careful airway assessment will help clinicians identify what and when the next step needs to be taken. Often simple airway maneuvers such as the head tilt/chin lift and jaw thrust can achieve a patent airway. Appropriate use of airway adjuncts can further aid the clinician in situations in which airway maneuvers may not be sufficient. Bag-mask ventilation (BMV) plays a vital role in effective manual ventilation, improving both oxygenation and ventilation as well as buying time while preparations are made for endotracheal intubation. There are, however, situations in which BMV may be difficult or impossible. Anticipation and early recognition of these situations allows clinicians to quickly make adjustments to the method of BMV or to employ a more advanced intervention to avoid delays in establishing adequate oxygenation and ventilation.

Check out John Davies’ entire article here. To learn more about Respiratory Care: Principles and Practice, Second Edition visit our website or contact your Account Specialist.

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Physician Assistants: A Closer Look

An article found on ChicagoTribune.com takes a deep look into the profession of Taking care of the youngPhysician Assistants, with insight from Kristine Healy, a family medicine PA of 35 years.

Healy, explaining her drive to become a PA said, “It really sang to me, I like working with people. I want to help people make better choices (to improve their heath). You can’t do that in a lab.”

Healy also highlights flexibility as being one of the benefits of working as a PA, “I’m a family medicine PA, however, my national certification and state licensure permit me to work within the scope of practice of the specialty of my supervising physician. … I could work in another specialty. The model is very adaptable.”

Forbes.com ranked Physician Assistant Studies the number 1 best master’s degree for jobs. The article which can be found here, declared, “The growing demand for [physician assistants] and the promise of fat paychecks put physician assistant degrees at the top of the heap.”

A career as a physician assistant is attractive because while it offers a relatively fast path to practicing medicine, the compensation is high, and you are able to interact with patients on a close level. Additionally, the Labor Department’s Bureau of Labor Statistics estimates the number of PAs to grow 38 % through 2022.

Are you an aspiring or practicing PA? The following Jones & Bartlett Learning titles are exactly what you need to take your career to the next step. Click each resource for more details or visit our website for a complete list of our physician assistant resources.

weissThe Interprofessional Health Care Team: Leadership and Development

The ability to work on teams and collaborate across disciplines is vital to physician assistants. This textbook introduces multidisciplinary collaboration in three modules: Teamwork and Group Development, Leadership in Interdisciplinary Groups, and Building Sustainable, Collaborative Culture.

 

kauffmanHistory and Physical Examination: A Common Sense Approach
Building a solid foundation in clinical history taking and “head-to-toe” clinical examinations has never been easier. With full color illustrations, patient photographs, and video examples this resource will not only prepare students for practical boards, but will allow them to deliver humanistic care in real-world patient encounters.

 

paulkPhysician Assistant Review Guide & JB TestPrep

Begin the task of studying for the Physician Assistant National Certification or Re-certification Exam by concentrating on the subject areas where you need the most help.

The Review Guide extensively covers every topic PAs need to know including, cardiology, dermatology, emergency medicine infectious diseases, pediatrics and more.

JB TestPrep includes over 1,000 questions on key topics and allows you to build your own practice exam.

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Some “Crowdsourcing” on Teaching Global Health

Richard Skolnik – Author of Global Health 101

In April 2014, Unite for Sight asked me to facilitate a workshop on teaching global health at its annual Global Health and Innovation Conference.

The aims of the 90-minute workshop were to exchange ideas about:

  • The learning objectives of introductory courses in global health
  • The content of an introductory course on global health
  • Approaches to teaching global health that encourage student interest and learning

The workshop attracted about 75 people. Almost everyone in the workshop was involved with teaching global health but a few participants were students of global health or former students of global health.

The participants graciously and freely exchanged ideas.  While this note cannot do justice to the richness of the ideas that were raised, it does highlight a few key points that emerged.

The Learning Objectives of an Introductory Global Health Course

There was widespread agreement that students need to understand:

  • Basic health indicators and the use of data on health
  • Basic concepts of demography and their relation to the burden of disease\
  • Basic concepts of epidemiology
  • The burden of disease and risk factors
  • The determinants of health
  • Culture and its relation to health
  • Equity issues
  • How to get value for money from health investments
  • Who plays in global health and the global health “landscape”

Many of the participants in the discussion want to be sure that their students also leave a global health course with an enhanced ability to:

  • Understand and use a variety of resources that can help one study and work in global health
  • Make decisions on the basis of evidence
  • Think critically about global health issues and actions
  • Look at the world from a variety of points of view
  • Better appreciate the potential role that the students might play in global health and how they might play it
  • Present key global health issues, recommendations, and actions in an articulate manner, orally and in writing
  • Be geographically literate

Getting Students in the Mood

A number of faculty indicated that they assign for the course a major reading or book to help “set a framework and get students in the mood” for the study of global health. Some people assign all of the book at the beginning of the course. Others assign part of the book at the beginning of the course and other readings from the book during the remainder of the course.

The following were among the most common books used for this purpose:

  • The Spirit Catches You and You Fall Down – Fadiman
  • Pathologies of Power – Farmer
  • Mountains Beyond Mountains – Kidder
  • The Tipping Point – Gladwell
  • Poor Economics – Bannerjee and Duflo
  • The Click Moment – Johansson

A number of participants also ask students early in the course to read pieces that reflect the views of “affected people”.

Approaches to Teaching

The participants in the discussion outlined a number of approaches to teaching global health in a manner that could assist in achieving their learning objectives in engaging and enjoyable ways.

  • Many of the participants use “cases” in their teaching, although not usually in the style, say, of a business school. Some of these faculty use cases from Millions Saved
  • A number of participants use problem-solving approaches as a key part of their approach to teaching global health
  • A number of participants also use “role playing” in their courses, often coupled with giving the students a problem to solve.
  • A number of participants indicated that they make good use of the wide array of videos on global health. They believe that these can allow students to see things first hand, listen to people they might not otherwise meet or hear from, and nicely lay our for the students both problems and solutions.
  • Some participants engage in problem solving in conjunction with students in other universities. This could include, of course, twinning with other universities internationally.
  • A number of participants bring guest speakers into the classroom remotely. The need for this was said to be more acute in schools that are not in major global health hubs and that are not resource rich.

Despite my having worked in global health for 40 years, taught it for 13 years, and written about it widely …. I found the workshop very enlightening. Participants presented a number of ideas that I had never before considered but will certainly bring into my next classes. I have invited those who participated in the workshop to continue to share ideas with each other, either directly or through, for example, the forum on undergraduate public health education of the Association of Schools and Programs of Public Health (ASPH).

Richard Skolnik is a Lecturer at the Yale School of Public Health, where he teaches global health courses at the undergraduate and graduate levels. Richard was previously an Instructor in Global Health at The George Washington University, the Vice President for International Programs at the Population Reference Bureau, and the Executive Director of the Harvard School of Public Health PEPFAR program. Richard worked at the World Bank from 1976 to 2001, last serving as the Director for Health and Education for South Asia. Richard is the author of Global Health 101, a comprehensive, introductory text on global health.

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A New High-tech Health Care Education Center Prepares Students for Careers

In January, Northern Essex Community College opened El-Hefni Allied Health & Technology Center in Lawrence to help health care students learn by simulating life-like health care and emergency situations.

tech blog 1

Students participating in a simulated learning scenario to mimic a situation they will face in the hospital setting.

Students face situations that test their knowledge and expertise and require them to use skills learned in the classroom. By providing the students with the opportunity to see and actively partake in these situations, they are receiving training that is more closely correlated to what they will face on a daily basis after graduating.

The $27.4 million center creates real-world scenarios with settings that include a hospital intensive care unit, a trauma unit, an acute-care hospital room, a hospital ward, a doctor’s office, a sleep technology lab, and an ambulance.

tech blog 2

Students treat the high-tech mannequin in an ambulance.

The article found on Bostonglobe.com stated:

“An important part of the college’s mission is providing local residents with the skills and credentials that will lead to jobs, and that is just what this new facility is helping us do,” said college president Lane Glenn at the ribbon-cutting in March.

Our health care students are preparing for high-demand jobs, and the great majority of them plan to live and work locally,” he said. “When they graduate they are going to be taking care of all of us, working at area hospitals and health care facilities.”

You can read the full article here.

Healthcare and the role of health professionals are continuously evolving due to technological advancements, and jobs in this field are in high demand. Are you interested in pursuing an education or a career as a health professional? Jones & Bartlett Learning has market-leading resources that could put you on the path to success. Learn more about these resources by visiting our website or contacting your representative.

 

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Just Published: Essentials of Polysomnography, Second Edition

spriggsThe Second Edition of Essentials of Polysomnography: A Training Guide and Reference for Sleep Technicians is now available.

The perfect reference for new sleep technicians, physicians, sleep lab managers, DME reps, and sleep lab front office staff, the Second Edition will prepare you to sit for the RPSGT and CPSGT exams.

This new edition’s content includes an overview of normal sleep, the history of sleep disorders, patient education and the patient flow process, life as a sleep technician, hundreds of sample epochs and more.

The 386-page, full color text is written by William Spriggs, a certified sleep technician, and is used in hospitals, sleep labs, physician offices, and colleges and universities around the world. The new edition’s content and questions reflect the new ICSD-3 classifications, AASM Rules and address the BRPT new exam blueprints as well as the revised AASM Manual for the Scoring of Sleep and Associated Events released July 2013.

New chapters and topics in the Second Edition include:

  • Medical and Neurological effects on sleep
  • Effects of Medicine on Sleep
  • Additional coverage and review questions on Data Stoage and Archiving
  • More in-depth coverage of Pediatrics (including pediatric scoring information)
  • Updated and more coverage of ECG

Bundle the following resources to prepare to pass the CPSGT and RPSGT Examinations and enjoy a discount of up to 30% off.

flashcards testprep pocket guide

Want to learn more? Visit our website or contact your rep!

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Ethics and the New Graduate: Finding the Right Fit

Sharon New Head Shot 2013Once again it is spring and graduation is on our minds. As we watch our students cross the stage with pride and teary eyes, we know we have prepared them with coursework, teamwork, case studies, role-play, simulations, and fieldwork experiences. Their healthcare management competencies have been assessed repeatedly throughout the program, and they have sent dozens of applications off to prospective employers. Employers will use many ways to assess our graduates from computer analyses of resumes to situational interviewing. But are they the right employers? Will it be a good fit for them?

As older, more experienced educators and managers, we have years of good and bad interviews to inform our choices. We know what questions to ask, as well as how to probe for additional information when something seems off. I once interviewed for a position and asked several questions that the person I would have been reporting to should have known. His responses, (“I don’t know”) gave me pause. He also made a point of telling me not to expect to make any changes. “Everything is fine the way it is.” Red flags, anyone? Needless to say, I withdrew my application. Knowing how difficult it can be to find the “perfect” job, what can we do to help our students avoid some painful job experiences and develop a homing beacon for the best fit for them? One way to do this is to have them compare their personal code of ethics with the mission, vision, and values of their potential employers.

As part of our legal and ethical issues in healthcare course in our graduate program, students are required to review the ACHE Code of Ethics   and then write a reflective paper delineating their own personal code of ethics. The students must indicate why they believe each item in their code is critical to their day to day living and how they will apply this code to their work as a healthcare manager. They must also indicate which principles of ethics are involved in their Personal Code of Ethics and provide peer-reviewed references to support their rationale. The assignment doesn’t stop there. They must retain this document for their portfolio and re-use it during their professional skills development course to complete a goodness of fit assignment.

The goodness of fit assignment requires the students to use the Personal Code of Ethics created earlier in the program and to compare that code with the Mission, Vision, and Values of the organization where they are completing their healthcare management capstone. Students are expected to reflect upon the gaps between the two documents with respect to ethical conduct and to assess whether they are a good fit with the organization with respect to employment. The student must provide a rationale for why it is or is not a good fit.

This past semester, one of my soon to be alumni completed this assignment and found not only was the community hospital where she was placed a good fit, but also she wanted to add their vision statement to her Personal Code of Ethics. She reflected on how important this exercise was to her personally and professionally saying, “This assignment made me critically assess if the organization would be good for me, not just if I would be good for the organization.”

Our students have invested years and money in their education. They deserve to find the best possible job opportunity for themselves upon graduation. Healthcare organizations deserve to find the best candidate for their jobs. As educators, we can help bridge that gap with assignments that hone students’ self-awareness. Like many things in life, from clothing to carpentry, it’s all about the goodness of fit.

~~~~~~~~

Sharon Buchbinder is Professor and Program Coordinator for the MS in Healthcare Management at Stevenson University in the Graduate and Professional School and former chair of the Association of University Programs in Health Administration (AUPHA). She is also the author of three books from Jones and Bartlett: Introduction to Health Care Management (with Nancy H. Shanks), Career Opportunities in Health Care Management (with Jon Thompson) and Cases in Health Care Management (with Nancy H. Shanks and Dale Buchbinder).

Here are some resources if you are interested in this topic

American College of Healthcare Executives (ACHE). (November 14, 2011). http://www.ache.org/ABT_ACHE/code.cfm

Cherniss, C. (2009). The business case for emotional intelligence
http://www.eiconsortium.org/reports/business_case_for_ei.html

Gutierrez, A. P., Candela, L. L., & Carver, L. (2012). The structural relationships between organizational commitment, global job satisfaction, developmental experiences, work values, organizational support, and person-organization fit among nursing faculty. Journal Of Advanced Nursing, 68(7), 1601-1614. doi:10.1111/j.1365-2648.2012.05990.x

Kim, T., & Kim, M. (2013). Leaders’ moral competence and employee outcomes: The effects of psychological empowerment and person-supervisor fit. Journal Of Business Ethics, 112(1), 155-166. doi:10.1007/s10551-012-1238-1

Lee Endres, M., Camp, R., & Milner, M. (2011, Spring). Comparing employment interviewing questioning techniques as reflective methods in the management educational assessment process. Journal Of The Academy Of Business Education, 12: 1-16.

Seijts, G. H., & Kyei-Poku, I. (2010). The role of situational interviews in fostering positive reactions to selection decisions. Applied Psychology: An International Review, 59(3), 431-453. doi:10.1111/j.1464-0597.2009.00406.x

The Consortium on Research for Emotional Intelligence in Organizations. (2009) The Emotional Competence Framework
http://www.eiconsortium.org/reports/emotional_competence_framework.html

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