Illuminating continuing professional education: unpacking the black box

Ellis, Lorraine; Nolan, Mike

doi:10.1016/j.ijnurstu.2004.05.006

Cited by 54 publications

(39 citation statements)

References 7 publications

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“…[2][3][4][5][6][7][8] The latter includes upgrading an initial qualification; keeping abreast with global and local developments in the profession; gaining promotion; enhancement of their career; improving knowledge and performance at work; seeking academic credibility; and taking forward the profession to enhance care. [2,[4][5][6][9][10][11] Spencer [6] undertook a study to examine personal reasons for undertaking Masters study and found that a large majority of participants did so to intellectually stimulate themselves and to keep up to date with nursing development. Free fees also act as an incentive; gaining access to a speciality through degree study; and "professional survival" are classed as major reasons for undertaking a degree postqualification.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Confidence gained post degree programme can only be described as "finding a voice of my own and materialises when nurses feel confident in advising others, articulating the nature of nursing, trying new ways of working and not being afraid to take chances". [5,12] A major reason for nurses applying for and undertaking post registration courses is they perceive it will make a difference to practice and examples to evidence this are speculative and unsubstantiated. [2,6,7] Much of the research refers to nurses' self-perception of their value, post degree.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Necessity for education is not always determined appropriately and may not relate to nurses' personal requirements for CPD or the needs of the organisation". [5,13,14] How this is determined or what is expected from degree level nurses postcompletion in unknown in the Middle East and many other parts of the developing world. Such information would assist Higher Education Institutes in planning transnational education curricula for qualified nurses across the globe.…”

Section: Literature Reviewmentioning

confidence: 99%

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Reasons for application and expectations from a post-registration degree: Views of Omani nurses and their managers

Watkins

Ryan

2015

JNEP

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Introduction: A BSc in Nursing Studies for qualified nurses has been delivered in Oman by Cardiff University since 2009. Research was undertaken to explore why Omani nurses applied and expectations from the programme. It also investigated managers' reasons for sending nurses on the degree and their expectation of nurses on completion.Design: A longitudinal qualitative research study followed nurses in 2 cohorts (N = 27 + 30) and a selection of their managers (N = 20). Data collection took place at various sites throughout Oman.Methods: Focus groups were undertaken with all nurses who embarked on the programme. Semi structured interviews took place with a random selection of ten nurses and their managers from each cohort (N = 20 nurses/20 nurse managers) 6 months after the course had completed. Thematic analysis was undertaken using a template developed from data.Results: Nurses' reasons for application included easy access to a degree in Oman; career aspiration and progression; knowledge and skill acquisition; self-growth; gain a qualification and prepare for postgraduate study. They expected to learn skills of English language, critical analysis and application of evidence to practice. Managers sent nurses to enhance personal and professional development; change practice; improve quality of patient care and develop nursing as a profession in Oman. Conclusion:The delivery of a degree by a UK institution taught in English at an institution abroad has advantages. It increases accessibility; maintains family and social network connections; offers familiarity with cultural norms; and facilitates entry into the academic world of English written literature. These factors facilitate nurses' developing skills and knowledge to underpin practice and the profession with evidence; highlighting the benefits of transnational programmes.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Reasons for application and expectations from a post-registration degree: Views of Omani nurses and their managers

Watkins

Ryan

2015

JNEP

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“…There is therefore an imperative to demonstrate benefit from investment in CPE (Wright, 2009 been done on impact similarly reflects this emphasis on outcomes (Ellis and Nolan, 2005) and yet the tangible outcomes of CPE have proved difficult to measure.…”

Section: Introductionmentioning

confidence: 99%

“…While RCTs have a central position in the evidence-based practice movement, their ability to investigate complex interventions meaningfully has been questioned (see, for example, Greenhalgh et al, 2003;Seers, 2007;Mackenzie et al, 2010). In the complex and messy, real world of practice (Ellis and Nolan, 2005), where resources are scarce and confounding variables are difficult to control, experimental/quasi-experimental research is unable to attribute a clearcut, causal relationship between CPE and practice. Indeed, the impossibility of identifying all the relevant components of an educational intervention means that RCTs have rarely been used to evaluate the effectiveness of healthcare education.…”

Section: Introductionmentioning

confidence: 99%

Illuminating the process: Enhancing the impact of continuing professional education on practice

Clark

Draper

Rogers³

2015

Nurse Education Today

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Exploring radiographers' attitudes to mandatory CPD in the United Kingdom and New Zealand

2010

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Introduction: This paper reports the first phase of a two‐phase longitudinal study which explored the attitudes of radiographers in two countries (UK and New Zealand) towards CPD, before and after the introduction of a mandatory CPD policy. In addition, this paper outlines in brief the planned phase two of the project, which will be undertaken to assess whether attitudes change over time, following the introduced mandate. Methods: 1739 radiographers across both countries were approached via a survey using a written questionnaire with quantitative and qualitative components endorsed by the relevant professional body in each country (Society of Radiographers and the New Zealand Institute of Medical Radiation Technologists). The questionnaire was statistically analysed using t‐tests. In addition, the qualitative components were analysed thematically, to add depth and explanations to the findings. This paper presents the results, focusing especially on the qualitative data in order to fully explore the attitudes demonstrated. Results: The results of the study showed that a degree of apathy surrounded CPD participation, despite the professional expectation that staff be CPD active. On an individual level, radiographers self reported a low level, or a complete lack of formal recording of CPD. A number of barriers were identified, which were perceived by participants to restrict their CPD activity, including, of particular note, poor staffing levels and lack of employer support. Radiographers in both countries appeared to have a narrow understanding of what is perceived to constitute CPD, with an apparent focus on formal, attendance‐based activities. Less formal, on‐the‐job activities were not always considered as CPD by participants in this study. Conclusion: This study outlined a range of factors which impact on attitudes towards CPD, with many similarities in findings across both countries represented. A lack of intrinsic motivation was demonstrated, which is perceived to hamper active participation in CPD. There was a desire for personal benefit from CPD participation to be evident, in order to motivate individuals to get actively involved. The complexity of the current working environment was outlined, with acknowledgement that the mandatory policy towards CPD is not the only factor affecting participation. While further research will be required to examine the impact of all the variables affecting CPD, the results of this study may allow individuals and managers to begin to interact with CPD participation in order to attempt to increase the level and effectiveness of learning in practice.

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Illuminating continuing professional education: unpacking the black box

Cited by 54 publications

References 7 publications

Reasons for application and expectations from a post-registration degree: Views of Omani nurses and their managers

Reasons for application and expectations from a post-registration degree: Views of Omani nurses and their managers

Illuminating the process: Enhancing the impact of continuing professional education on practice

Exploring radiographers' attitudes to mandatory CPD in the United Kingdom and New Zealand

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