Access to and support for continuing professional education amongst Queensland nurses: 2004 and 2007

Hegney, Desley; Tuckett, Anthony G.; Parker, Deborah; Eley, Robert

doi:10.1016/j.nedt.2009.06.015

Cited by 65 publications

(59 citation statements)

References 27 publications

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“…However, this does not seem to be the case since baseline knowledge of all health topics within the workplace wellness tool was low. Other obstacles to CPD have been raised, such as employers not always being supportive about engagement in CPD training (Hegney et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Workplace wellness using online learning tools in a healthcare setting

Blake

Gartshore

2016

Nurse Education in Practice

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The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidencebased information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n =188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n =188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d.13.71) (t(75) = -14.801,p < 0.0005) with knowledge increases evident for all included topics areas. Usability evaluation showed that participants perceived the tool to be useful (96.4%), engaging (73.8%) and would recommend it to others (86.9%). Healthcare professionals, healthcare educators and pre-registered healthcare students held positive attitudes towards online learning, indicating scope for development of further online packages relating to other important health parameters.

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Section: Discussionmentioning

confidence: 99%

Workplace wellness using online learning tools in a healthcare setting

Blake

Gartshore

2016

Nurse Education in Practice

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“…The Workforce Sustainability in Radiation Oncology (WSRO) instrument was developed based on previous work exploring workforce issues in nursing and other professions in Australia 13, 14, 15. RTs completed questions relating to demographics, qualifications, current employment, career, future intentions, research, professional development, radiation oncology practice exit and previous or current employment in Australia.…”

Section: Methodsmentioning

confidence: 99%

Radiation therapists' perspectives on participating in research

Halkett

Berg

Ebert

et al. 2017

J of Medical Radiation Sci

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IntroductionThe objectives of this research were to: (1) determine the extent of Australian radiation therapists (RTs) research participation; (2) evaluate the impact of research involvement on career perceptions (3) explore which research topics require investigation and (4) identify benefits and barriers to research participation.MethodsThis study used mixed methods to collect qualitative and quantitative data using an online survey from a larger workforce study of RTs and radiation oncology medical physicists. Participants practising in Australia completed questions about their research involvement. Chi‐square tests and logistic regression were used to analyse quantitative data and content analysis was used to explore qualitative data.ResultsTwo hundred and ninety‐six RTs answered the research questions. Forty‐six percent had been involved in research. Of these, 91% had been involved in departmental, 28% in national, 14% in international and 29% in informal or self‐directed research studies. Eleven RTs (8%) had received funding as a chief/principal investigator. Involvement in research was associated with a desire to make a career change. However, it also appeared to be associated with greater satisfaction with career progression and staying in the career. Respondents identified a range of potential research topics, benefits of participating in research and barriers which included lack of time, support and cost.ConclusionAlmost half of the RT participants identified that they were participating in research. Our data suggest that continued involvement in research, and opportunities to participate, improve RT job satisfaction. RTs' research activities are likely to be extended through provision of additional time and support.

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“…While the effectiveness of CPE has been the subject of much enquiry (Lee, 2011;Tame, 2013), very little has explored the impact of CPE on practice (Hegney et al, 2010) and there is therefore insufficient convincing evidence to demonstrate that investment in CPE has a tangible impact on practice and patient care (Gijbels et al, 2010;Cotterill-Walker, 2012;Lahti et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…While students may report benefits in terms of changes in attitudes and enhanced knowledge and skills, there is little reference made to developments in practice, organisational change or improved patient care (Gijbels et al, 2010;Hegney et al, 2010).…”

Section: Introductionmentioning

confidence: 99%