CPD of the future: a partnership between quality improvement and competency-based education

Sargeant, Joan; Wong, Brian M.; Campbell, Craig

doi:10.1111/medu.13407

Cited by 77 publications

(89 citation statements)

References 66 publications

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“…The three-party partnership supported the feasibility of this study. Breaking the silos amongst CPD, Faculty Development and a teaching hospital was an effective strategy to involve key stakeholders (Roman, Abraham and Dever, 2016) in order to start building a culture of continuous improvement (Sargeant, Wong and Campbell, 2018), sharing tools to be used by frontline users (Chen et al, 2014), and focusing on learner, faculty and organizational factors (Wong et al, 2010; Canadian Association of School of Nursing and Canadian Patient Safety Institute, 2018).…”

Section: Personal Action Plan (Ii)mentioning

confidence: 99%

Patient Safety and Quality of Care are Everybody's Business: Evaluating the Impact of a Continuing Professional Development Program beyond Satisfaction

Luconi¹,

Boillat²,

Mak³

et al. 2019

MedEdPublish

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BackgroundResearch integrating Continuing Professional Development (CPD) with patient safety (PS) and quality improvement (QI) is still in its infancy despite advocacy by leaders in the field. ObjectivesThis theory-driven study explored the feasibility to implement and evaluate the impact of a CPD intervention focused on teaching and practicing PS and QI at the levels of satisfaction, usefulness, knowledge, confidence, intention to change behaviour and reported changes in practice. MethodsThree workshops targeting healthcare professionals were delivered live between 2014 and 2016. Data was collected longitudinally through four questionnaires and analyzed with descriptive statistics and triangulation of sources. Thematic analysis of qualitative data was guided by the Theoretical Domains Framework. ResultsSixty-seven healthcare professionals participated in the study. Across workshops, satisfaction was high and a significant increase in knowledge and confidence were reported immediately post-intervention. Intention to change behavior was high across workshops. 'Moral norm' and 'beliefs about consequences' were consistently rated as the most influential factors in participants' intention to change behavior while 'social influence' was consistently rated as the least influential. At the workshops, participants anticipated improving communication, increasing their knowledge on PS-QI, applying content learned and building teamwork. Commonly anticipated barriers to implementation included lack of resources, environmental stressors, and the organizational climate/culture. These barriers were confirmed six-month post where participants reported partially implementing 78% (18/23) anticipated goals. ConclusionsThis study showed the feasibility to develop and implement an effective CPD intervention supporting healthcare professionals' knowledge, confidence, and reported change in teaching and practicing PS-QI.

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Section: Personal Action Plan (Ii)mentioning

confidence: 99%

Patient Safety and Quality of Care are Everybody's Business: Evaluating the Impact of a Continuing Professional Development Program beyond Satisfaction

Luconi¹,

Boillat²,

Mak³

et al. 2019

MedEdPublish

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“…Serendipitously, the quality improvement (QI) model is a readymade template for patient outcome‐centred learning and assessment. In this issue, the article ‘CPD of the future: a partnership between quality improvement and competency‐based education’ presents the case for constructively bridging the divide between workplace QI and CBME. Sargeant and colleagues’ call for team‐based continuing professional development (CPD) aligned to clinical service outcomes represents a radical rethink of where vocational training should reside.…”

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confidence: 99%

Time to say goodbye to learner-centredness?

Damodaran¹

2017

Med Educ

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“…It is therefore important to have an appropriate, clear, relevant and suitable curriculum content that is in line with the stated objectives for program needs, ultimately leading to the achievement of the intended outcomes in the field of study (Arafeh, 2016;Norton, 1987). A well designed curriculum creates a match of the competences with patient and population needs (Frenk et al, 2010;Sargeant et al, 2018) ensuring the content is clear to provide the necessary behavioural change for students' understanding of concepts that imparts expected skills for learners and their behaviours (Jephcote and Salisbury, 2009;Medina, 2017;Muraraneza and Mtshali, 2018). In addition, relevance of the curriculum content enables the trainee to construct and conditionalize knowledge during clinical practice on their own efforts to offer quality health care services (Feldman and McPhee, 2007;Redman et al, 1999;Wall et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Appropriateness of curriculum content in competence based education training programs of nurses and midwives in Uganda

Kabanga¹,

Mugimu²,

Oonyu³

2018

Int. J. Nurs. Midwifery

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Competence-based education (CBE) has been increasingly emphasized in optimising the preparation of healthcare professionals. Uganda like many other countries of the world, has taken considerable strides in implementing CBE training of nurses and midwives. The aim of this study was to investigate the perception of professionals regarding appropriateness of the CBE curriculum content in terms of organisation, clarity, relevance and suitability in training programs of nurses and midwives of Uganda. The study was conducted at Mulago National Referral Hospital (MNRH) that recruits the biggest number of trained CBE nurses and midwives. The study used concurrent mixed methods to gather both quantitative and qualitative data from respondents. It used a total sample of 193 professionals comprising of 102 CBE trained participants and 91 Key stakeholders. Findings of this study indicate that the CBE curriculum content used in the training of nurses and midwives was appropriate. However, it was concluded that the CBE curriculum implementation process remains a challenge due to inadequate sensitization of implementers, as well as standardization of the CBE curriculum content implementation process. It was recommended that sensitization and orientation of stakeholders is necessary for adapting the CBE curriculum content in the training of nurses and midwives.

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CPD of the future: a partnership between quality improvement and competency-based education

Cited by 77 publications

References 66 publications

Patient Safety and Quality of Care are Everybody's Business: Evaluating the Impact of a Continuing Professional Development Program beyond Satisfaction

Patient Safety and Quality of Care are Everybody's Business: Evaluating the Impact of a Continuing Professional Development Program beyond Satisfaction

Time to say goodbye to learner-centredness?

Appropriateness of curriculum content in competence based education training programs of nurses and midwives in Uganda

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