Reconceptualizing Continuing Professional Development to Close Long-Standing Quality Gaps in Palliative Care

Plourde-Cole, Forest; Davis, David A.; Davis, Nancy

doi:10.1177/1062860614550332

Cited by 2 publications

(3 citation statements)

References 21 publications

(27 reference statements)

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“…Our findings indicate that perceived improvements of teamwork and patient care do not necessarily have to consist of formalised (team‐based) activity—an individual approach via participation in PPDA that encourages reflective thinking can subsequently improve perceived teamwork and patient care. Developing transferable “soft skills” through PPDA may have the advantage that they are applicable in numerous settings, particularly those requiring high levels of compassionate, patient‐centred care (Plourde‐Cole et al., ).…”

Section: Relevance To Clinical Practicementioning

confidence: 99%

“…PPDA-which we describe as a subset of professional development activities-entail activities such as coaching, mentoring or clinical supervision, and may offer the structures and tools to guide an individual (or a group) through reflective processes, yet allow enough freedom for healthcare professionals to contribute their own thoughts and experiences. They may improve soft skills such as patient-centeredness, building of interpersonal relationships or communication that are particularly important in delivering care with compassion (Chen & Lou, 2014; Plourde-Cole, Davis, & Davis, 2015).…”

Section: Welp Et Almentioning

confidence: 99%

“…PPDA—which we describe as a subset of professional development activities—entail activities such as coaching, mentoring or clinical supervision, and may offer the structures and tools to guide an individual (or a group) through reflective processes, yet allow enough freedom for healthcare professionals to contribute their own thoughts and experiences. They may improve soft skills such as patient‐centeredness, building of interpersonal relationships or communication that are particularly important in delivering care with compassion (Chen & Lou, ; Plourde‐Cole, Davis, & Davis, ). PPDA offer a “reflection on action” approach encouraging nurses to reflect on a situation after it has taken place, with the goal to improve “reflection in action”—reflecting on a situation while it is taking place (Schön, ), hence contributing to, and improving, decision‐making and care in the moment.…”

Section: Introductionmentioning

confidence: 99%

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The importance of reflecting on practice: How personal professional development activities affect perceived teamwork and performance

Welp

Johnson

Nguyen

et al. 2018

Journal of Clinical Nursing

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Section: Relevance To Clinical Practicementioning

confidence: 99%

Section: Welp Et Almentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The importance of reflecting on practice: How personal professional development activities affect perceived teamwork and performance

Welp

Johnson

Nguyen

et al. 2018

Journal of Clinical Nursing

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A snapshot of the coaching practices in undergraduate nursing education: evaluation of stakeholders’ perceptions and program costs

Sezer

Şahin

2021

Turkish Journal of Biochemistry

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Objectives Skills training is carried out with coaching in nursing education and all stakeholders are important. The aim of study was to evaluate the views of different stakeholders on coaching practice and the costs. Methods Data was collected between October 2015 and December 2016. The student dimension was evaluated using the Coaching Process Evaluation Scale with sophomore (n=237) and junior (n=219). Data was collected from the faculty member (n=18) using Critical Incidents Technique and from the educational managers (n=7) through in-depth interviews. The 2015–2016 educational program was analyzed for cost analysis. Results Student evaluations of the Coaching Process Evaluation Scale demonstrated mean scores of 66.68 ± 0.85 for the Observed Coaching Skills subscale. There were four headlines (use of coaching skills, benefiting from the Coaching Process, Emotions, and Reflection) which were also observed in the faculty members data which revealed a total of 60 codes from positive and negative incidents. The educational managers, on the other hand, stressed three categories and the emotions category, which emerged in the students and faculty was not found among the educational managers. The per student cost of practice education increase sixfold from the freshman year to the junior year. Conclusions The perception and views on coaching practices of educational managers, faculty members, and students are positive and support each other. This provides an important opportunity for the placement of coaching practices into education programs in nursing.

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Reconceptualizing Continuing Professional Development to Close Long-Standing Quality Gaps in Palliative Care

Cited by 2 publications

References 21 publications

The importance of reflecting on practice: How personal professional development activities affect perceived teamwork and performance

The importance of reflecting on practice: How personal professional development activities affect perceived teamwork and performance

A snapshot of the coaching practices in undergraduate nursing education: evaluation of stakeholders’ perceptions and program costs

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