References
2. Vanu Som C. Developing the human resource dimension of clinical governance. In Gray A, Harrison S (eds): Governing Medicine: Theory and Practice. Buckingham, Open University Press, 2004, pp 152–162.
3. Cole M. Learning through reflective practice: a professional approach to effective continuing professional development among healthcare professionals. Research in Post-Compulsory Education2000;5:23–38.
4. Department of Health NHS Knowledge and Skills Framework. London, Department of Health, 2003.
5. NHS Employers. The NHS Knowledge and Skills Framework – a short guide to KSF dimensions. London, NHS Employers, 2006.
6. NHS Employers. Agenda for Change Update. London, NHS Employers, 2005.
7. Health Department of the Scottish Executive, Spiritual Care in NHS Scotland NHS HDL (2002) 76. Edinburgh, Scottish Executive, 2002.
8. Department of Health. NHS Chaplaincy: Meeting the religious and spiritual needs of patients and staff. London, Department of Health, 2003.
9. Health Department of the Scottish Executive, Spiritual Care in NHS Scotland NHS HDL (2002) 76. Edinburgh, Scottish Executive, 2002.
11. Moberly T. Health care moves into the community. Pharmaceutical Journal 2006;276:129–130.
12. Department of Health. Commissioning a Patient Led NHS. London, Department of Health, 2005.
13. Department of Health. Our Health, Our Care, Our Say. London, Department of Health, 2006.
14. Department of Health. Commissioning a Patient Led NHS. London, Department of Health, 2005.
15. Hundley V. Evidence based practice. What is it? And why does it matter? Scottish Journal of Healthcare Chaplaincy 1999;2:11–14.
16. National Institute for Health and Clinical Excellence. Improving Supportive and Palliative Care for Adults with Cancer: The manual. London, NICE, 2004.
17. National Institute for Health and Clinical Excellence. Improving Supportive and Palliative Care for Adults with Cancer: Research and Evidence. London, NICE, 2004. pp 170–183.
19. Multi-Faith Group for Hospital Chaplaincy. Healthcare Chaplaincy Occupational Standards: A Map of the Standards. Available at:
http://www.mfghc.com/standards_map.htm. Accessed May 10, 2006.
20. Cobb M. The location and identity of chaplains: a contextual model. Scottish Journal of Healthcare Chaplaincy; 2004;7:10–15.
21. Cobb M. The location and identity of chaplains: a contextual model. Scottish Journal of Healthcare Chaplaincy; 2004;7:14.
22. Cobb M. Hospital Chaplains' Handbook. Norwich, Canterbury Press, 2005, pp7–48.
25. Gist ME. Training design and pedagogy: implications for skill acquisition, maintenance and generalization. In Quinones M, Ehrenstein A (eds): Training for a Rapidly Changing Workplace: Applications of Psychological Research. Washington DC, American Psychological Association Press, 2002, pp 201–222.
26. Quinones M. Contextual influences on training effectiveness. In Quinones M, Ehrenstein A (eds):Training for a Rapidly Changing Workplace: Applications of Psychological Research. Washington DC, American Psychological Association Press, 2002, pp 177–200.
27. Vandecreek L. Professional Chaplaincy and Clinical Pastoral Education Should Become More Scientific: Yes and No. New York, Haworth Press, 2003.
28. Sorrells-Jones J, and; Weaver D. Knowledge workers and knowledge-intense organizations, part 3: implications for preparing healthcare professionals. Journal of Nursing Administration. 1999;29:14–21.
29. Scally G, Donaldson L. The NHS's 50 anniversary. Clinical governance and the drive for quality improvement in the new NHS in England. BMJ 1998;317:61–65.
30. Oxman AD, Thomson MA, Davis DA, et al. No magic bullets: a systematic review of 102 trials of interventions to improve professional practice. CMAJ 1995;153:1423–1431.
31. Bretz RD, Thompsett RE. Comparsing traditional and integrative learning methods in organisational training programs. J Appl Psychol 1992;77:941–951.
32. Patrick J. Training: Research and Practice. London, Academic Press, 1992, pp 109–130
33. Clarke N. Workplace learning environment and its relationship with learning outcomes in healthcare organizations. Human Resource Development International 2005;5:185–205.
34. Davis DA, Thomson MA, Oxman AD, et al. Evidence for the effectiveness of CME. A review of 50 randomized controlled trials. JAMA 1992;268:1111–1117.
35. Nijhof WJ, Brandsma J (eds.) Bridging the Skills Gap Between Work and Education. New York: Springer, 1999, pp138–164.
36. Nijhof WJ, Heikkinen A, Nieuwenhuis L (eds.) Shaping Flexibility in Vocational Education and Training: Institutional, Curricular and Professional Conditions. New York: Springer, 2003, pp 201–249.
37. Healthcare Reference Group. Keeping Faith. Draft. London, Catholic Bishops' Conference of England and Wales, 2005, pp 34–41.