Continuing Professional Development: Needs, Facilitators and Barriers of Registered Nurses in India in Rural and Remote Settings: Findings from a Cross Sectional Survey

Abstract

Background: Nurses constitute a major portion of the health care workforce in India. A priority to develop pre and post registration nurse education in India has increasingly been highlighted in nursing and health policy imperatives in recent years. Nurses are often the only health care professionals in primary and secondary care within rural and remote healthcare settings in India. They are confronted with the dual challenge of resource constraints and rapidly changing disease profile with little or no access to continuing professional development. Objectives: 1) To identify key continuing professional development priorities of registered nurses working in remote and rural health care settings in India. 2) To identify barriers and facilitators to continuing professional development as perceived by registered nurses working in these settings. 3) To identify preferred modes of continuing professional development by registered nurses working in remote and rural health care settings in India. Design: Quantitative Design. Setting: Two large health care facilities in remote and rural parts of India. Participants: Registered Nurses working in two large not for profit health care organisations participated in the study. Nursing assistants and student nurses were excluded from the study. 368 participants consented to participate in the survey and 271 (73.6%) participants completed the survey. Methods: A questionnaire based cross sectional survey was undertaken as part of the Continuing Professional Development needs assessment among registered How to cite this paper: Macaden, L., Washington, M., Smith, A., Thooya, V., Selvam, S.P., George, N.

Achieving Consensus on Continuing Professional Development Priorities for Registered Nurses in Rural and Remote India through Nominal Group Technique

“…Importantly, access to CPD for nurses in rural areas may be further limited due to lack of opportunities and availability of resources [16] [18]. These findings resonate with a recent scoping study on CPD needs of registered nurses working in rural and remote settings in India [14]. This research was part of a larger two-phase study.…”

“…Participation in CPD programmes has been shown to positively influence patient safety and quality of patient care [9] [10] increase job satisfaction [11] lower stress levels and facilitate stronger organisational commitment [12] and staff morale [13]. Significantly, nurses working in rural and remote settings in India identified CPD training as an opportunity to enhance their opportunities for socialisation, signifying the potential for professional isolation practitioners can often encounter in these settings [14].…”

“…This research was part of a larger two-phase study. Phase one involved a questionnaire survey with registered nurses working in two large, not-for-profit health care organisations in remote and rural settings in India [14]. Nurses identified CPD priorities, their preferred modes of CPD delivery, barriers and facilitators to CPD [14].…”

“…Phase one involved a questionnaire survey with registered nurses working in two large, not-for-profit health care organisations in remote and rural settings in India [14]. Nurses identified CPD priorities, their preferred modes of CPD delivery, barriers and facilitators to CPD [14]. Phase two of the study aimed to achieve consensus with key stakeholders (academics and practitioners) in these domains of CPD for regis-A.…”

«Nei, det nytter ikke å fortelle megdet, jeg må oppleve det selv…»

“…Både tidligere og nyere forskning peker på at praksisfelleskapet har betydning for motivasjon og laering (Bjørk, Berntsen, Brynildsen & Hestetun, 2014;Rundberg, 2009;Tveit 2008), og at en bør søke å tilrettelegge og forbedre laeringsmuligheter i klinisk praksis. Her har ledere en sentral rolle (Berntsen, Bjørk, Brynildsen, 2017). Positive og verdifulle laeringsopplevelser har betydning for selve laeringssituasjonen så vel som rekruttering til yrket (van Iersel, Latour, de Vos, Kirschner & Scholte op Reimer, 2018; Pedersen et al, 2018;Grasbekk, Halvorsrud & Debesay 2017;Holmsen, 2010).…”