Critical Care Nurses’ Reasons for Poor Attendance at a Continuous Professional Development Program

Viljoen, Myra Elizabeth; Coetzee, Isabella M.; Heyns, Tanya

doi:10.4037/ajcc2017412

Cited by 20 publications

(18 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“… Seychelles ( Hosey et al, 2016 , Kelley et al, 2017 ; SN&MC, 2020) Yes NE NE Seychelles Nursing & Midwifery Council Mandatory CPD points NEMandatory content incorporates HIV certification Sierra Leone NE NE NE NE NE NE South Africa (SANC, 2018; 2019; Viljoen et al, 2017 ) Yes 2016 No, but pilot test in 2 povinces South African Nursing Council Voluntary 15 CPD points p.a. divided into 5 thematic areas linked to annual renewal of licensure Tanzania ( Gross et al, 2015 , Kelley et al, 2017 ; TNMC, 2019; Viljoen et al, 2017 ) Yes NE Yes Tanzania Nursing & Midwifery Council Mandatory 30 CPD in 3 yr. cycle for licence renewal Uganda ( Hosey et al, 2016 ; UNMC, 2016) Yes NE Yes Uganda Nurses and Midwives Council Mandatory Yes, 50 CPD credits, 3yr. cycle for renewal Zambia (GNCZ, 2020; Gross et al, 2015 , Kelley et al, 2017 ) Yes NE No, but piloted CPD tracking system General Nursing Council of Zambia Mandatory 20 CPD p.a.…”

Section: Results Of Shining a Light On Who Afro-region Member States mentioning

confidence: 99%

“…South Africa, however, has a CPD framework and a formal accreditation system in place and meets bi-annually with the stakeholders (Feldacker et al, 2017b). Notwithstanding, a private hospital group in South Africa has run a program requiring an annual 22 hours attendance of CPD training ( Viljoen et al, 2017 ).…”

Section: Results Of Shining a Light On Who Afro-region Member States mentioning

confidence: 99%

“…The key wrds were:nurse, nurse practitioner, midwife, healthcare provider, healthcare practitioner, continuous professional education, in-service education, in-service training, continuing education, lifelong learning, professional development, workforce advancement, on the job training, staff development, continuing professional learning, mandatory and the 46 WHO Afro-region member states. Eight articles within the selected period addressed mandatory CPD in the WHO Afro-region member states ( Gross et al, 2015 , Hosey et al, 2016 , Ingwu et al, 2019 , Kelley et al, 2017 ; Leuning et al, 2016; Michel-Schuldt et al, 2018 , Mosol et al, 2017 , Viljoen et al, 2017 ). Only articles in English were included.…”

Section: The Focus Of Cpd Information Retrievalmentioning

confidence: 99%

See 2 more Smart Citations

Continuing Professional Development status in the World Health Organisation, Afro-region member states

Baloyi¹,

Jarvis²

2020

International Journal of Africa Nursing Sciences

View full text Add to dashboard Cite

There is evidence of underperformance of the Global Health Indicators, particularly in the WHO Afro-region. Yet, quality, effective healthcare delivery, and access to information about best practice remains a challenge to nurses and midwives in the WHO Afro-region. For nurses and midwives to have the capacity to practice safely and competently they need to engage in mandatory Continuing Professional Development (CPD). However a composite picture is not available for future project planners, researchers, and policy developers. Published literature from the past five years and professional body webpages were searched. The results of shining a light on the WHO Afro-region member states CPD status revealed strengths, weaknesses, opportunities, and threats. The strengths lay in the beginnings of mandatory CPD and annual licensure renewal, while the weaknesses revealed inequity of CPD distribution across the region. The opportunities showed international academic partnership with possibilities for further engagement, and the threats were evident in the health context of the Afro-region, the shortage of nurses and the lesser participation of nurses in CPD programs. The illumination of the CPD status in the Afro-region suggests that a revised CPD landscape is necessary to strengthen the relevance and response capacity of nurses and midwives, as key contributors towards the Global Health Indicators.

show abstract

Section: Results Of Shining a Light On Who Afro-region Member States mentioning

confidence: 99%

Section: Results Of Shining a Light On Who Afro-region Member States mentioning

confidence: 99%

Section: The Focus Of Cpd Information Retrievalmentioning

confidence: 99%

See 1 more Smart Citation

Continuing Professional Development status in the World Health Organisation, Afro-region member states

Baloyi¹,

Jarvis²

2020

International Journal of Africa Nursing Sciences

View full text Add to dashboard Cite

show abstract

“…Considera-se a aprendizagem significativa, nesta abordagem de estratégias para a formação complementar dos futuros enfermeiros, como a capacidade de contribuir para influenciar as mudanças de atitudes nas relações de produção do conhecimento, e propiciar uma aprendizagem impulsionada por mecanismos de comunicação que busquem a autonomia nas relações. Na atualidade, fatores limitantes ao desenvolvimento e formação profissional apresentam-se pelos modelos de formação propostos, nos quais os enfermeiros não se identificam com a abordagem ensinoaprendizagem, gerando desistências 15 .…”

Section: Discussionunclassified

Aprendizagem significativa: a teoria como um arcabouço para elaboração de minicursos por acadêmicos de enfermagem

Silva

Melo²,

Parreira

2019

REFACS

View full text Add to dashboard Cite

Este estudo tem como objetivo relatar a experiência de acadêmicos de enfermagem integrantes do Programa de Educação Tutorial, quanto ao planejamento e desenvolvimento de minicursos como atividade extracurricular. Procurou-se descrever como são elaboradas essas atividades numa universidade pública, tendo como arcabouço teórico e metodológico a Teoria da Aprendizagem Significativa, proposta por David Ausubel. Essa teoria destaca duas condições para que a aprendizagem seja significativa, sendo que a primeira se refere à integração de novos conhecimentos aos conhecimentos preexistentes do aprendiz e a segunda à necessidade de que o conteúdo apresentado, seja lógico e psicologicamente significativo. Desta forma, vários são os motivos que levam os estudantes a buscarem atividades extracurriculares como os minicursos, e essa busca exige que os mesmos tenham autonomia e responsabilidade, o que tange também, nesse sentido, a busca por conhecimentos novos e coerentes.

show abstract

“…Developmental training: this can be either formal or informal, and maybe for the individual's personal development in relation to their role or to support workforce development and transformation(Glasper 2018). According toViljoen, Coetzee, & Heyns, 2017;Ross, Barr, & Stevens, 2013;Katsikitis et al, 2013, the reasons given by nurses for participating in CPD activities are as follows:developing new professional knowledge and skills; keeping abreast of new developments in nursing practice and health; personal development; career development; escape or stimulation;and acquisition of credentials. The obstacles preventing nurses from participating in ongoing professional development have been recognized in the literature as difficulties in acquiring study leave; shortage of nurses; family and household duties; residing in rural fields; absence of economic assistance; absence of early notice; and program not appropriate to practice (Coventry, Maslin-Prothero, & Smith, 2015;.…”

mentioning

confidence: 99%

Continuous Professional Development on Job Performance of Registered Nurses in Ghana

Osei

Boahemaa

Peprah

et al. 2019

isc

View full text Add to dashboard Cite

INTRODUCTION: Continuous Professional Development (CPD) offers nurses the opportunity to improve their knowledge, skills, and also improve their performance in the healthcare setting. The purpose of the study was to examine if there is a relationship between CPD and job performance and to find if there is a significant difference of job performance when sex, age, and clinical experience are considered. METHOD: Correlational research design was utilized; 164 registered nurses were conveniently sampled from Ghana. The study utilized a self-constructed survey questionnaire for continuous professional development while Six Dimension Scale of Nursing Performance (SDNS) developed by Schwirian (1978) was adopted and modified to measure the job performance of nurses. The statistical treatments used were Pearson Correlation, t-test, and ANOVA to address the research questions. RESULTS: The study showed that there was a moderate positive significant relationship between continuous professional development and job performance. There was no significant difference in job performance when age, sex, and clinical experience are considered. DISCUSSION AND RECOMMENDATION: Healthcare administrators should encourage and advocate for the participation of nurses in continuous learning to improve nurses’ knowledge and skills. Institution policies should be properly aligned to help nurses in the participation of professional roles. Further research should explore other variables in relation to continuous professional development to improve the job performance of nurses.

show abstract

Critical Care Nurses’ Reasons for Poor Attendance at a Continuous Professional Development Program

Abstract: Background

Cited by 20 publications

References 15 publications

Continuing Professional Development status in the World Health Organisation, Afro-region member states

Continuing Professional Development status in the World Health Organisation, Afro-region member states

Aprendizagem significativa: a teoria como um arcabouço para elaboração de minicursos por acadêmicos de enfermagem

Continuous Professional Development on Job Performance of Registered Nurses in Ghana

Contact Info

Product

Resources

About