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Continuing Professional Education (continuing + professional_education)
Selected AbstractsMethods of Continuing Professional Education Preferred by Irish Pediatric NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 2 2006Carmel Doyle PURPOSE.,To explore the continuing professional education (CPE) of pediatric nurses in Ireland and establish if and in what ways pediatric nurses are taking part in CPE as well as factors that might assist or hinder pediatric nurses in undertaking CPE. DESIGN AND METHODS., A stratified random sample of 205 registered children's nurses (RCNs) completed a questionnaire. RESULTS.,RCNs in Ireland use a variety of methods of CPE, the most popular being journal reading, while the least popular method is the use of computerized journal databases and the internet. Many RCNs appear to lack the computer skills necessary to utilize these methods of CPE. PRACTICE IMPLICATIONS.,The favored methods of CPE by RCNs need to be utilized and promoted in the practice setting in order to ensure RCNs are up to date in the provision of quality care to pediatric patients. [source] Evaluation of Continuing Professional Education: Toward a Theory of Our OwnNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 86 2000Judith M. Ottoson Program evaluation theory seeks to make the evaluation of continuing professional education a transparent process. This chapter introduces the Situated Evaluation Framework, which situates the learner and knowledge assessment at the junction of the educational context, the practice context, and the evaluation context. [source] Marketing Realities in Continuing Professional EducationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 86 2000Ruth F. Craven Effective marketing strategies can promote attendance, enhance the satisfaction of registrants, and help continuing professional education programs meet financial goals. [source] Continuing Professional Education: A Spiritually Based ProgramNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 85 2000Lynda W. Miller Parish nursing education is an example of continuing professional education that intentionally addresses the spiritual dimension of learning as it relates to the adult learner, both personally and professionally. The continuing professional education course described here is based on a spirited epistemology, a learner-centered approach. [source] A Study of Reasons for Participation in Continuing Professional Education in the U.S. Nuclear Power IndustryPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2003Randy B. McCamey ABSTRACT The need for workers in the U.S. nuclear power industry to continually update their knowledge, skills, and abilities is critical to the safe and reliable operation of the country's nuclear power facilities. To improve their skills, knowledge, and abilities, many professionals in the nuclear power industry participate in continuing professional education (CPE). This study investigates participation in CPE using the Participation Reasons Scale (Grotel-ueschen, 1985), a 30-item self-report instrument that measures five dimensions or reasons for participation in continuing professional education. Professional Development ranked as the most important reason for participating in continuing professional education. Identity and Commitment ranked as the least important reason for participating. All reasons for voluntary participation were found to be significantly different (higher) than corresponding compulsory reasons for participation in CPE. [source] Factors That Affect Understanding of Social Responsibility Accounting,ACCOUNTING PERSPECTIVES, Issue 1 2005IRENE M. GORDON ABSTRACT Many social responsibility/sustainable development (SR/SD) issues affecting accounting policies and standards will have to be addressed by present and future accountants. This paper investigates qualitative factors that may impede the learning of, and attitudes toward, SR/SD. While Gordon (1998) examined exposure to SR/SD, the present study contributes to the literature in several ways. First, to overcome one of the limitations of Gordon's study, noted by her, matched pair responses (n = 198) to pre- and post-study questionnaires are employed in this study. These responses are analyzed using t-statistics, cluster analysis, and multivariate analysis. Second, three factors not previously examined that may affect learning of SR/SD (number of economics courses taken, gender, and grade point average) are explored in this paper. The positive conclusion is that exposure to SR/SD had more influence on learning, understanding, and attitudes than did pre-existing demographic and educational background variables with the exception of grade point average. As a surrogate for intelligence or ability to learn, grade point average was found to be highly significant in a multivariate model. An appreciation that ability to learn affects understanding and attitudes is important for instructors in both continuing professional education and university/college accounting. [source] Methods of Continuing Professional Education Preferred by Irish Pediatric NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 2 2006Carmel Doyle PURPOSE.,To explore the continuing professional education (CPE) of pediatric nurses in Ireland and establish if and in what ways pediatric nurses are taking part in CPE as well as factors that might assist or hinder pediatric nurses in undertaking CPE. DESIGN AND METHODS., A stratified random sample of 205 registered children's nurses (RCNs) completed a questionnaire. RESULTS.,RCNs in Ireland use a variety of methods of CPE, the most popular being journal reading, while the least popular method is the use of computerized journal databases and the internet. Many RCNs appear to lack the computer skills necessary to utilize these methods of CPE. PRACTICE IMPLICATIONS.,The favored methods of CPE by RCNs need to be utilized and promoted in the practice setting in order to ensure RCNs are up to date in the provision of quality care to pediatric patients. [source] Case management educational intervention with public health nurses: cluster randomized controlled trialJOURNAL OF ADVANCED NURSING, Issue 10 2010Wen-I. liu w.-i., edwards h. & courtney m. (2010) Case management educational intervention with public health nurses: cluster randomized controlled trial. Journal of Advanced Nursing,66(10), 2234,2244. Abstract Aim., This paper is a report of a study conducted to determine the effectiveness of a community case management collaborative education intervention in terms of satisfaction, learning and performance among public health nurses. Background., Previous evaluation studies of case management continuing professional education often failed to demonstrate effectiveness across a range of outcomes and had methodological weaknesses such as small convenience samples and lack of control groups. Method., A cluster randomized controlled trial was conducted between September 2005 and February 2006. Ten health centre clusters (five control, five intervention) recruited 163 public health nurses in Taiwan to the trial. After pre-tests for baseline measurements, public health nurses in intervention centres received an educational intervention of four half-day workshops. Post-tests for both groups were conducted after the intervention. Two-way repeated measures analysis of variance was performed to evaluate the effect of the intervention on target outcomes. Results., A total of 161 participants completed the pre- and post-intervention measurements. This was almost a 99% response rate. Results revealed that 97% of those in the experimental group were satisfied with the programme. There were statistically significant differences between the two groups in knowledge (P = 0·001), confidence in case management skills (P = 0·001), preparedness for case manager role activities (P = 0·001), self-reported frequency in using skills (P = 0·001) and role activities (P = 0·004). Conclusion., Collaboration between academic and clinical nurses is an effective strategy to prepare nurses for rapidly changing roles. [source] The status of training and education in information and computer technology of Australian nurses: a national surveyJOURNAL OF CLINICAL NURSING, Issue 20 2008Robert Eley Aims and objectives., A study was undertaken of the current knowledge and future training requirements of nurses in information and computer technology to inform policy to meet national goals for health. Background., The role of the modern clinical nurse is intertwined with information and computer technology and adoption of such technology forms an important component of national strategies in health. The majority of nurses are expected to use information and computer technology during their work; however, the full extent of their knowledge and experience is unclear. Design., Self-administered postal survey. Methods., A 78-item questionnaire was distributed to 10,000 Australian Nursing Federation members to identify the nurses' use of information and computer technology. Eighteen items related to nurses' training and education in information and computer technology. Results., Response rate was 44%. Computers were used by 86·3% of respondents as part of their work-related activities. Between 4,17% of nurses had received training in each of 11 generic computer skills and software applications during their preregistration/pre-enrolment and between 12,30% as continuing professional education. Nurses who had received training believed that it was adequate to meet the needs of their job and was given at an appropriate time. Almost half of the respondents indicated that they required more training to better meet the information and computer technology requirements of their jobs and a quarter believed that their level of computer literacy was restricting their career development. Nurses considered that the vast majority of employers did not encourage information and computer technology training and, for those for whom training was available, workload was the major barrier to uptake. Nurses favoured introduction of a national competency standard in information and computer technology. Conclusions., For the considerable benefits of information and computer technology to be incorporated fully into the health system, employers must pay more attention to the training and education of nurses who are the largest users of that technology. Relevance to clinical practice., Knowledge of the training and education needs of clinical nurses with respect to information and computer technology will provide a platform for the development of appropriate policies by government and by employers. [source] Health care improvement and continuing interprofessional education: Continuing interprofessional development to improve patient outcomesTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2009C Psychol, Dip Psych, FBPsS, FHEA, PGCert (THE), Peter M. Wilcock BSc Abstract Health care improvement and continuing professional education must be better understood if we are to promote continuous service improvement through interprofessional learning in the workplace. We propose that situating interprofessional working, interprofessional learning, work-based learning, and service improvement within a framework of social learning theory creates a continuum between work-based interprofessional learning and service improvement in which each is integral to the other. This continuum provides a framework for continuing interprofessional development that enables service improvement in the workplace to serve as a vehicle through which individual professionals and teams can continually enhance patient care through working and learning together. The root of this lies in understanding that undertaking improvement and learning about improvement are co-dependent and that health care professionals must recognize their responsibility to improve as well as complete their everyday work. We believe that significant opportunities exist for health care commissioners, service providers, and educational institutions to work together to promote continuing interprofessional development in the workplace to enhance patient outcomes, and we outline some of the opportunities we believe exist. [source] Regional differences among employed nurses: A Queensland studyAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 4 2009Tim Henwood Abstract Objective:,To ascertain differences in the working lives of geographically dispersed nurses. Design:,Cross-sectional. Setting:,Registered, enrolled and assistants-in-nursing members of the Queensland Nurses' Union employed in nursing in Queensland, Australia. Participants:,A total of 3000 members of the Union, equally stratified by sector (public, private, aged care). Among them, 1192 responded and 1039 supplied postcodes matching the Australian Standard Geographical Classification. Main outcome measures:,Statistically significant differences in working lives of nurses employed in different geographical locations. Results:,Nurses in outer regional/remote/very remote localities are more likely to be employed as permanent full-time staff and self-report higher levels of work stress. These levels could be explained by: lack of replacement staff for leave, longer working and on call hours and lack of support for new staff. Distance remains a major barrier to accessing continuing professional education. However, outer regional/remote/very remote nurses were more likely to be provided employer support for professional education. Inner regional nurses were more likely to work part time, would work more hours if offered and were more likely to have taken a break from nursing as a result of family commitments. Conclusion:,The data confirm that current policies are not addressing the differences in the working lives of geographically dispersed nurses. Policies addressing orientation, mentoring and workloads should be implemented to address these issues. [source] Factors influencing rural health care professionals' access to continuing professional educationAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 2 2006Vernon R. Curran Abstract Objectives:,The purposes of this study were to explore the perceived barriers and challenges to continuing professional education (CPE) access for Canadian health care professionals and to identify best practices for improving access to CPE. Design:,Key informant interviews and Web-based online surveys were conducted. Participants:,Key informant interviews were conducted with national CPE accreditation bodies and health professional associations. An online survey was distributed to health professional education programs, as well as provincial professional associations, licensing and professional regulatory bodies. Main outcome measures:,The perceived barriers and challenges to CPE access for Canadian health care professionals and best practices for improving access to CPE. Results and conclusions:,Geographic isolation and poor technological and telecommunications infrastructure were identified as key barriers to CPE delivery and access. Financial factors, such as funding to support travel or cost of attendance, were also identified as major challenges. Tele-education programming was identified as a best practice approach to improve CPE access, as were regional CPE activities and self-directed learning programs. Employer-sponsored initiatives, including staff coverage or locum support, remuneration for time off and paid travel expenses for CPE participation were also identified as best practice approaches. [source] | |||||||||||||