Maintenance of professional currency: Perceptions of occupational therapists

Murray, Carolyn; Lawry, Jan

doi:10.1111/j.1440-1630.2011.00927.x

Cited by 15 publications

(24 citation statements)

References 17 publications

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“…Warr and Birdi (1998) also confirmed this positive relationship for support from colleagues; however, Maurer and Tarulli (1994) found a negative relationship regarding this support, whereas social integration with colleagues was statistically nonsignificant (Doornbos et al, 2008). Murray and Lawry (2011) concluded that it was important to have people around. In addition, Pierce and Maurer (2009) also found a negative relationship between organizational support and involvement in work-related learning.…”

Section: Antecedents Of Employees' Participation In Work-related Learmentioning

confidence: 74%

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Antecedents of Employees’ Involvement in Work-Related Learning

Kyndt

Baert

2013

Review of Educational Research

205

280

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Involvement in work-related learning seems to be more complex than a simple supply-demand fit. An interplay of several factors can influence this involvement at different stages of the decision-making process of the employee. The aim of this systematic review is to examine which antecedents of work-related learning have been identified in previous research. In total, 56 studies met the criteria for inclusion. In the current study, we describe how work-related learning was measured and what the empirically observed relationship is between learning intention and actual participation in workrelated learning. The results show a positive relationship between intention and participation. A learning intention is most related to the attitude, subjective norms, self-efficacy, and career-related variables of the employee. Important predictors of actual participation in work-related learning are firm size, initial level of education and self-efficacy of the employee, support by managers, and opportunities within the organization.

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Section: Antecedents Of Employees' Participation In Work-related Learmentioning

confidence: 74%

“…They stated that training is not attractive if employees cannot use it. This relevancy for practice was also identified by Murray and Lawry (2011).…”

Section: Antecedents Of Employees' Participation In Work-related Learmentioning

confidence: 90%

Antecedents of Employees’ Involvement in Work-Related Learning

Kyndt

Baert

2013

Review of Educational Research

205

280

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“…; Townsend et al ., ). Practitioners with master's degrees and continuing competence goals had higher intrinsic motivation for participating in maintenance activities (Strickland, ) and were motivated to maintain their continuing competence ‘because it is beneficial to their wellbeing’ (Murray & Lawry, , p. 266). Regulatory requirements and employers’ expectations also affected practitioners’ perceptions of the need for continuing competence (Mayhan, ; Schumacher, ; Townsend et al .…”

Section: Resultsmentioning

confidence: 99%

Continuing competence assessment and maintenance in occupational therapy: Scoping review with stakeholder consultation

Myers

Schaefer

Coudron

2017

Aus Occup Therapy J

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This scoping review highlights gaps in research on effective methods and assessment of occupational therapy continuing competence. Findings suggest a need for research on approaches to continuing competence that incorporate the translation of evidence to practice and address the influence of external factors. Regulatory agencies may address the quality of occupational therapy services by incorporating a variety of professional development options into requirements.

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“…This finding was surprising because of the many drivers for providing CPD for rural AHP including mandated professional registration requirements, the need to be professionally current [40], and to manage diverse practice demands [4]. Opportunities for engagement in CPD also minimises professional isolation, enhances quality improvement, and supports staff recruitment and retention [17].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: a systematic review

et al. 2017

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BackgroundAllied health professionals working in rural areas face unique challenges, often with limited access to resources. Accessing continuing professional development is one of those challenges and is related to retention of workforce. Effectiveness of distance learning strategies for continuing professional development in rural allied healthcare workers has not been evaluated.MethodsWe searched 17 databases and the grey literature up to September 2016 following the PRISMA guidelines. Any primary studies were included that focussed on allied health and distance delivery regardless of education topic or study design. Two independent reviewers extracted data and critically appraised the selected studies.ResultsThe search returned 5257 results. With removal of duplicate references, we reviewed 3964 article titles and abstracts; n = 206 appeared potentially eligible and were scrutinised via full text screening; n = 14 were included. Studies were published between 1997 and 2016, were of varied methodological quality and were predominantly from Australia, USA and Canada with a focus on satisfaction of learners with the delivery method or on measures of educational outcomes. Technologies used to deliver distance education included video conference, teleconference, web based platforms and virtual reality. Early papers tended to focus more on the technology characteristics than educational outcomes. Some studies compared technology based delivery to face to face modes and found satisfaction and learning outcomes to be on par. Only three studies reported on practice change following the educational intervention and, despite a suggestion there is a link between the constructs, none measured the relationship between access to continuing professional development and workforce retention.ConclusionTechnology based options of delivery have a high utility, however the complex inter-relatedness of time, use, travel, location, costs, interactivity, learning outcomes and educational design suggest a need for more sophisticated consideration by educational providers.Trial registrationRegistration with PROSPERO 30 June 2016: CRD42016041588.

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Maintenance of professional currency: Perceptions of occupational therapists

Abstract: These findings yield some interesting insights into the way therapists think about and structure their professional learning, and provide direction to plan professional development activities based on self-identified need and preference.

Cited by 15 publications

References 17 publications

Antecedents of Employees’ Involvement in Work-Related Learning

Antecedents of Employees’ Involvement in Work-Related Learning

Continuing competence assessment and maintenance in occupational therapy: Scoping review with stakeholder consultation

Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practitioners: a systematic review

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