The development and empirical validation of the Q-PDN: A questionnaire measuring continuing professional development of nurses

Brekelmans, Gerard; Maassen, Susanne; Wijk, Kees van

doi:10.1016/j.nedt.2014.09.007

Cited by 10 publications

(16 citation statements)

References 23 publications

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“…The intrinsic effort factor indicated having significant and moderate positive correlations with all three factors, as well as, having a small but negative correlation with age group (r = −0.183, p < 0.01). The over-commitment motives factor indicated a small and positive correlation with Brekelmans et al (2015).…”

Section: Resultsmentioning

confidence: 91%

“…The four ERI factors were then cross-sectionally aligned to Brekelmans et al's (2015) three CPD motives factors (career opportunities, requirements and personal and professional development), which were extracted using the same 16 item Q-PDN instrument. However, there was a mismatch between the grouping of items in this study and that of the items in the study by Brekelmans et al (2015). Table 1 presents the descriptive and factor analysis results of ERI factors and links these to CPD motives.…”

Section: Resultsmentioning

confidence: 99%

“…Data in this study were collected using an already validated structured questionnaire, the professional development nurses' instrument (Q-PDN). The Q-PDN was developed by Brekelmans et al (2015) in order to measure several aspects of CPD amongst nurses in the Netherlands. The questionnaire measured four constructs, namely, CPD motives, importance attached to CPD, conditions deemed needed for CPD and actual CPD activities undertaken.…”

Section: Data Collection Instrumentmentioning

confidence: 99%

“…Kluska et al's (2004) model links structural empowerment, psychological empowerment, over-commitment and ERI. The study adopts Kluska et al's (2004) model and links it with Brekelmans et al's (2015) CPD motives.…”

Section: Introductionmentioning

confidence: 99%

“…The CPD motives refer to the reasons and motivations for nurses to engage in CPD activities, which may arise from a range of different needs, including activities related to registration requirements, career opportunities, and personal and professional development (Brekelmans et al 2015). Nurses are motivated to participate in CPD activities in conformance to their registration requirements, a desire to improve the standards of practice and gaining further qualifications to enhance promotion prospects (Bahn 2007;Brekelmans et al 2015;Gould, Drey & Berridge 2007;Ryan 2003). The personal motivation of the nurse to engage in CPD is fundamental for professional development (Berings et al 2007;Twaddell & Johnson 2007).…”

Section: Introductionmentioning

confidence: 99%

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Effort and reward imbalance factors motivating Namibian professional nurses to participate in continuous professional development: A confirmatory factor analysis

Mbidi

Damons

2020

Health SA Gesondheid

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Background To improve professional development, it is important to understand the motivational factors behind nurses’ participation in specific types of continuous professional development activities. Effort–rewards imbalance (ERI) posits an imbalance between high efforts spent at work and low rewards sometimes received in turn. However, professional nurses have various ERIs that can influence their reasons to participate in continuous professional development activities. Aim The purpose of this article was to propose a model for selected ERI factors, which motivate professional nurses to participate in continuous professional development activities. Setting Two hundred and forty-one professional nurses working in a public national referral hospital in Namibia participated in the study. Methods Survey data on professional nurses’ reasons and motivations to participate in the professional development activities were analysed using a literature-based framework on ERI and reasons for participation in continuous professional development. The survey data were analysed for reflective relationships of ERI and reasons for participation in continuous professional development activities. A confirmatory factor analysis method using IBM SPSS AMOS version 23 was used to develop and validate the effort–reward motives for a continuous professional development model. Results Four effort-reward imbalance factors were derived from sixteen CPD motives. The reflective factors were (1) extrinsic efforts, (2) intrinsic efforts, (3) reward motives, and (4) over-commitment motives. The four conceptual factors made up a second-order effort-reward motives factor for the nurses’ reasons to take part in continuous professional development activities. Conclusions The results of this study show that professional nurses consider taking part in continuous professional development activities in order to carry out their work better but not as a way to increase chances of promotion. The study also concluded that the older professional nurses tend to have higher intrinsic effrot motivation than their younger counterparts. Thus, nurses could use these findings to understand the reasons which motivate them to develop professionally.

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Section: Resultsmentioning

confidence: 91%

Section: Resultsmentioning

confidence: 99%

Section: Data Collection Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Effort and reward imbalance factors motivating Namibian professional nurses to participate in continuous professional development: A confirmatory factor analysis

Mbidi

Damons

2020

Health SA Gesondheid

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A Categorization of Workplace Learning Goals for Multi-Stakeholder Recommender Systems: A Systematic Review

Hemmler

Rasch²

2022

TechTrends

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Educational recommender systems offer benefits for workplace learning by tailoring the selection of learning activities to the individual’s learning goals. However, existing systems focus on the learner as the primary stakeholder of learning processes and do not consider the organization’s perspective. We conducted a systematic review to develop a categorization of workplace learning goals for multi-stakeholder recommender systems. Out of an initial set of 13,198 publications exported from databases, a final sample of 34 key publications was identified, according to predefined inclusion criteria. Content analysis and reflective exchange were deployed to synthesize workplace learning goals investigated in the key publications. We identified five categories of workplace learning goals that can be arranged along a dimension from intrinsic (goals set exclusively by the learner) to external (goals set exclusively by the organization). Our categorization provides a common language for multi-stakeholder recommender systems incorporating both the learner’s and the organization’s perspectives.

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Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data

Pool

Poell

Berings

et al. 2016

Nurse Education Today

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The development and empirical validation of the Q-PDN: A questionnaire measuring continuing professional development of nurses

Cited by 10 publications

References 23 publications

Effort and reward imbalance factors motivating Namibian professional nurses to participate in continuous professional development: A confirmatory factor analysis

Effort and reward imbalance factors motivating Namibian professional nurses to participate in continuous professional development: A confirmatory factor analysis

A Categorization of Workplace Learning Goals for Multi-Stakeholder Recommender Systems: A Systematic Review

Motives and activities for continuing professional development: An exploration of their relationships by integrating literature and interview data

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