Continuing professional education: identifying the characteristics of an effective system

Abstract

The need for a functioning system of continuing professional education (CPE) in nursing, midwifery and health visiting has received increased attention in recent years. However, whilst the literature describes a number of benefits, detailed empirical studies have been limited. There is, in particular, a dearth of information on nurses' perceptions of the important components of a CPE programme. Using the results of a recent evaluation of the Welsh National Board's Framework for Continuing Education, this paper highlights a number of key issues identified by practitioners, educators and managers throughout Wales. Using a structure-process-outcome model, attention is focused on the outcomes of CPE and the structure and process variables which facilitate or inhibit success. The results indicate a strong commitment to the principles of CPE and identify a complex range of perceived benefits. Potential barriers inhibiting both the uptake of CPE and the achievement of subsequent change are discussed and the need to create an equitable, well-resourced system is stressed.

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

“…Additionally, those who work shift work, are casually employed, more junior and work part-time, are less likely to be able to access CPE to the level of fulltime permanent staff (Nolan et al, 1995, Ofosu, 1997;  Nurses are often expected to self-fund or partially fund the CPE activities (Nolan et al, 1995). Additionally, the activity is often carried out in the nurse"s rather than the employer"s time (Gallagher, 2006, Nolan et al, 1995.…”

“…Additionally, the activity is often carried out in the nurse"s rather than the employer"s time (Gallagher, 2006, Nolan et al, 1995.…”

“…Additionally, inflexible work hours, which also impact on staff with family commitments, have been found to be a barrier to accessing CPE (Gallagher, 2006, Nolan et al, 1995, Penz et al, 2007;  Staffing levels/workloads. Many studies in Australia, the UK and the USA have reported on the impact of staffing shortages on the ability of the employer to replace the person seeking to attend CPE in work time (Bibb et al, 2003, Gallagher, 2006, Sen, 2005;  Type of hours worked/type of staff.…”

“…There was a significant to offset the cost of CPE for practising nurses has long been recognised as a significant barrier both within Australia and internationally. (Furze, 1999, Nolan et al, 1995 The inability (or unwillingness) of employers to fully fund CPE activities particularly disadvantages those nurses who are on lower incomes or who have higher living costs (for example a young family). (Furze, 1999) The industrial award funding available in the public sector in Queensland may have contributed to the slight increase in this sector, however, the increase is much lower than expected.…”

“…Regardless of the criticisms of the effectiveness of CPE, it is not an optional extra for practising nurses if they are to maintain or further develop their knowledge and skills. CPE has become increasingly important as regulating authorities increase their requirements of, or begin to establish, the amount of mandating hours of CPE required as part of demonstration of continuing competence to practice (DeSilets, 2007, Nolan et al, 1995.…”