Perspectives on Age and Continuing Professional Development for Nurses: A Literature Review

Pool, Inge; Cate, Olle ten

doi:10.1007/s12186-013-9096-2

Cited by 15 publications

(15 citation statements)

References 64 publications

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“…These changes imply that nurses constantly have to learn in order to maintain and ameliorate their quality of work (Pool et al . ). Besides, vitality is an important motivational component in the workplace and is related to job performance (Carmeli et al .…”

Section: Introductionmentioning

confidence: 97%

“…Both vitality and learning are key assets in the nursing context. Indeed, nurses are continuously confronted with new work conditions such as new technologies, new treatment methods and a changing distribution of tasks (Pool et al 2013). These changes imply that nurses constantly have to learn in order to maintain and ameliorate their quality of work (Pool et al 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, nurses are continuously confronted with new work conditions such as new technologies, new treatment methods and a changing distribution of tasks (Pool et al 2013). These changes imply that nurses constantly have to learn in order to maintain and ameliorate their quality of work (Pool et al 2013). Besides, vitality is an important motivational component in the workplace and is related to job performance ) and well-being (Shirom 2010).…”

Section: Introductionmentioning

confidence: 99%

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Authentic leadership and thriving among nurses: the mediating role of empathy

2015

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Authentic leadership and thriving among nurses: the mediating role of empathy

2015

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“…Continuing professional development (CPD) is an essential component of nursing, not least for the provision of safe and effective healthcare (Pool et al 2013, Brekelmans, 2012. However, CPD is not the preserve of nursing and is equally important to professional development and practice in other health and social care professions.…”

Section: Introductionmentioning

confidence: 99%

“…(HCPC, 2016) This definition reflects the differing purposes of CPD such as the enhancement of professional practice, the promotion of safety and the facilitation of career development, an observation which is also made by Pool et al (2013) in relation to a similarly multi-faceted definition of CPD by the American Nurses Association. Brekelmans et al (2012) point out how, in the nursing literature, the terms CPD and continuing professional education (CPE) are often used interchangeably.…”

Section: Introductionmentioning

confidence: 99%

Continuing professional education: Motivations and experiences of health and social care professional’s part-time study in higher education. A qualitative literature review

Burrow

Mairs

Pusey

et al. 2016

International Journal of Nursing Studies

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Objectives: To understand the motivations and experiences of health and social care professionals undertaking part-time, accredited, continuing professional education in higher education Design: A review following systematic principles Data Sources: Systematic searches for literature published between January 2000 and December 2015 using the database: SCOPUS, Web of Science, Medline, PsychINFO, Social Policy and Practice and CINAHL.Review methods: Studies were included if they were published in the English language and were qualitative in design, focussing on the motivations and experiences of staff engaged in part-time, accredited, higher education study. Three reviewers appraised the quality of the selected studies.Results: Thirteen qualitative studies were identified for the review. Motivating factors for staff to engage in part-time, accredited, continuing professional development study included: personal and professional drivers, influence of workplace/management and funding and availability. Key themes in relation to how staff experienced study included: the demands of adjusting to the academic requirements of higher education study; the experience of juggling competing demands of study, work and family; and the presence or absence of support for part-time study in the personal and professional arenas. Conclusions:Health and social care professionals experience a number of challenges when engaging in part-time, continuing professional education in higher education institutions. A significant challenge is the juggling of competing demands of study, work and family, and this may have a negative impact on learning. Research is needed to inform how higher education can address the specific learning needs of this population and develop pedagogic approaches that are both responsive to need and support of effective learning.Continuing professional education: motivations and experiences of health and social care professional's part-time study in higher education. A qualitative literature review 2

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