Evaluation of Alabama's Mandatory Continuing Education Program for Reasonableness, Access, and Value

Abstract

Background: As a measure of quality control, the Alabama Board of Nursing subjected the regulations for mandatory continuing education (MCE) for licensure to an evaluation of their impact and effectiveness. This study focused on licensees' perceptions of the regulations regarding reasonableness, access, and value. Method: Evaluation research methods were used to answer research questions related to the rules governing continuing education (CE) requirements for nursing licensure. Data were obtained from a survey of a random sample (N = 406) of RNs and licensed practical nurses. Both qualitative and quantitative methods were applied to data analysis. Findings: Requirements for CE were perceived as reasonable; however, concerns were identified related to cost, access, and quality of presentations. Licensees perceived CE to be of value, and applied CE to decision-making and action in nursing practice. Chi-square analysis was significant to license type related to selected variables (e.g., rights and responsibilities). Qualitative analysis provided insight regarding licensees' concerns and recommendations for change. Conclusion: Mandatory continuing education (MCE) plays a significant role in promoting competence in nursing practice and is a mechanism for enhancing public protection. A high noncompliance rate on the MCE audit has ramifications for enforcement regulations.

Factors influencing rural health care professionals’ access to continuing professional education

“…Arranging the necessary locum or replacement coverage makes ‘getting away’ difficult. Other barriers cited in the literature include work commitments, lack of information, lack of access to relevant CPE courses and the cost of CPE courses 2–8 …”

Continuing nursing education policy in China and its impact on health equity

“…Controversies in terms of learning for meeting required study hours, and for continuing competence have been discussed in the literature in the early stage of MCNE in both the USA and the UK (Carpenito 1991; Lazarus, Permaloff, and Dickson 2002). Flexible learning styles and focusing on competence development had been addressed in the further development of MCNE policy.…”

“…Continuing nursing education has been established in other countries, for example in the USA, but there it is structured quite differently. For more than a century, 26 American states have had MCNE policies (Whittaker, Carson, and Smolenski 2000), which in contrast with the Chinese system requires only 20–24 study hours over a 2‐year period (Lazarus, Permaloff, and Dickson 2002). Mandatory continuing professional development (MCPD) was established in the UK in 1995 (Nursing and Midwifery Council 2002).…”

Efficacy of Mandatory Continuing Education

“…In one example of legal nimbleness, the State of New York grants lifelong licenses to professional engineers, but, since January 1, 2005, requires them to obtain a registration renewal every 3 years to continue to practice. 24 As noted by Lazarus et al, 25 the United States Supreme Court supported the notion in 1889 that states can impose requirements on persons who wish to practice various professions so that consumers of their professional services can be protected against incompetence. Virtually all initial licensing requirements include some educational requirement, practical training, and/or experience.…”