A systematic review to appraise the evidence relating to the impact and effects of formal continuing professional education on professional practice

Abstract

<p class="a">The literature relating to post-registration education showed that registered nurses demand higher education in order to keep up with pre-registrants. The systematic review of the literature also suggested that registered nurses undertake higher education for personal reward but that it may have no direct benefit to patient care. This review was undertaken as part of an MSc in Health and Social Care Education. The review included 21 papers on registered nurses who had completed individual modules and full educational pathways, but did not consider mandatory study sessions or pre-registration programmes.</p> <p class="a">Each article was critically appraised, data was extracted, tabulated, and synthesised using a narrative synthesis approach. The findings showed that diploma level students (those obtaining a qualification at an academic level equivalent to the 2nd year of a degree programme, but already professionally registered) acquired more knowledge during their studies. They were able to transpose them into practical skills and enhance the skills required for registration; but the literature also shows that these changes could not be maintained, due to other influences. Students of Bachelors and Masters Education developed academically and professionally, and whilst these effects advance more gradually, they are apparent long-term. All registered nurses, regardless of the level of academic study, met a number of barriers to implementing newfound knowledge and skills; and managerial constraints were found to be the most prominent.</p> Overall findings indicate that post-registration higher education undertaken by nurses does positively influence professional practice.<p class="StyleArialLinespacingDouble"> </p

Intercountry master's degree in nursing: policy implications for the Mozambican health system

“…Such values are similar to those found in a review of the literature (Cotterill‐Walker ; Ng et al. ) and a systematic review of the impact of formal continuing professional education (Sykes & Temple ). The learning gains of postgraduate study are evident and support the case for the continued development of postgraduate courses for nurses in sub‐Saharan Africa.…”

“…Improving professional knowledge and skills was found to be the main reason for further study and has been validated as benefits that accrue to nurses across a range of nursing specialties spanning about five years (Cotterill‐Walker ; Ge et al. ; Sykes & Temple ). The impact of master's prepared nurses on the quality of care is scant and inconclusive (Casey et al.…”

“…However, the learning gains associated with postgraduate studies are well documented in respect of research and high‐level functioning, thinking and decision‐making (Cotterill‐Walker ; Ge et al. ; Sykes & Temple ). The course also helped to build confidence particularly in ISCISA faculty and boost their attitude towards nursing.…”

“…). Nurses in these studies perceived hospital management's lack of awareness and lack of support as a major barrier to role empowerment, with the potential to cause conflict in the workplace (Sykes & Temple ). In a multi‐country review of advanced nursing practice outdated laws, opposition from medicine and failure to recognize advanced practice nursing was found to be major barriers (Parker & Hill ).…”

Maltese Radiographers' Attitudes towards Continuing Professional Development: An Initial Study Using Concept Maps

“…This was also noted in other studies among various health professionals [38][39][40]. Health care organization administrators should take note of this barrier and strive to create a climate in which all health professionals irrespective of their status are able to participate in CPD activities [41,42].…”