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Results for “continuing professional development”

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PubMed2001

Quality assurance and continuing education needs of rural and remote general practitioners: how are they changing?

The Royal Australian College of General Practitioners' (RACGP) 1998 Rural Quality Assurance and Continuing Education (QA & CE) Needs Assessment Project was designed to generate sufficient data to inform strategic planning for rural and remote GPs participating in the College's QA & CE Program. Results indicated that the demand for QA & CE activities has changed over the past 12 years. Three distinct streams of continuing education emerged, where once only one was researched. This reflected a move towards continuing professional development (CPD) rather than purely continuing medical education (CME). However, differences between the CME needs identified suggested that national data could not be reduced to the local level. Data on CME in which rural and remote GPs felt underserviced, proved more useful in relation to other workforce variables such as age, length of service and gender. A broad 'rural set' of CPD topics was established, and the survey yielded information on learning format preferences that will be of use to providers of QA & CE activities for rural GPs across Australia.

Australia↗
PubMed2003

Competency development needs of the Australian public health nutrition workforce.

OBJECTIVES: To assess factors affecting competency development of the Australian public health nutrition workforce and investigate competency development intentions, barriers and self-reported training needs. DESIGN: Cross-sectional study using self-administered mail- or email-delivered questionnaire. SETTING AND SUBJECTS: Two hundred and forty practitioners working in designated community and public health nutrition positions in the Australian health system. RESULTS: An 87% questionnaire response rate was achieved. The profile of the sample included female practitioners (95%) within the age range of 26-45 years (67%), from dietetic backgrounds (75%) and employed in state health departments as community dietitians/nutritionists (52%) or public health nutritionists (32%). Only 14% had completed higher degree qualifications but most (80%) reported an intention to do so in the future. Entry-level dietetic education was considered by most respondents (57%) to be inadequate preparation for public health nutrition practice but considered it had utility as a precursor for public health nutrition competency development because of its strong grounding in nutrition knowledge, basic research skills and problem-solving. On-the-job learning was the most prominent competency development influence reported by this workforce. Flexibility in teaching and learning approaches is needed to facilitate workforce participation in further competency development. The main competency development needs focused on analytical and policy process competencies; however, there was a general need expressed for competency development across many competency areas. CONCLUSIONS: These data provide intelligence to inform public health nutrition workforce development, particularly that relating to continued professional development amongst the existing workforce.

Adult↗
PubMed2004

Learning basic science alongside veterinary students: creating an interactive classroom.

Dr. Scott Brown's dedication and contribution to the instructional programs of the University of Georgia College of Veterinary Medicine have been exceptionally meritorious. In the last eight years, he has served with the leadership among faculty in the design and approval of a new curriculum, and as chair of the curriculum committee he led the College in its implementation. Throughout this period his research productivity, mentorship of professional and graduate students, and professional development continued. Dr. Brown instills energy, broadens learning experiences from personal and professional development to basic science, and, in all probability, provides positive, life-changing experiences for his students. I am very pleased that he was recognized in 2003 with the Carl J. Norden National Distinguished Teacher Award.

Awards and Prizes↗
PubMedDate not supplied

Using and developing your EDTNA/ERCA Professional Portfolio.

A portfolio is an instrument for continuing professional development, which can be used by all members of the multidisciplinary team. This paper describes the development of the EDTN/ERCA Professional Portfolio and discusses how health care professionals are able to complete and utilise the Portfolio in everyday practice. A discussion on reflective practice is presented and a short example of reflective writing is given. The paper concludes with an evaluation of possible Portfolio use in teaching and management and discusses plans for future development.

Clinical Competence↗
PubMed2001

The radiographer and role expansion in nuclear medicine.

With the introduction and wide application of Clinical Governance to all clinical areas, all healthcare professionals including radiographers/technologists working in Nuclear Medicine need to gain skills required for implementation. New professional and legal obligations demand that relevant expertise is developed. This article examines the potential for role expansion of radiographers/technologists in Nuclear Medicine with emphasis on the training and development aspects. The key areas addressed include clinical audit, risk management, research, management and continuing professional development.

Allied Health Personnel↗
PubMed1997

Impact of a management assessment centre in developing proficient health managers.

There is growing use of management assessment centres within parts of New South Wales Health. The present study examined outcome benefits from managers who participated in the Australasian Management Competencies Assessment Centre, some 123 staff from one rural and one metropolitan area health service. Results confirmed greater use of personal development plans and increased attendance at continuing professional development among participants compared with like managers who had not participated. The paper argues strongly in favour of widespread use of management competencies assessment centres as a way to implement planned cultural change.

Adult↗
PubMedDate not supplied

Training needs of home healthcare nurses.

To keep pace with the rapid expansion and increasing complexity of home healthcare, training needs of home healthcare nurses must be identified and subsequent training programs implemented. In this study, training needs of home healthcare nurses were identified and prioritized by comparing their ratings of important content areas of home healthcare nursing with ratings of their competence in each of these areas. High importance ratings matched with low competence ratings determined training needs. It is concluded that these identified needs form the basis for the development of training programs for the continued professional development of home healthcare nurses.

Clinical Competence↗
PubMed2006

The training and development needs of midwives in Indonesia: paper 2 of 3.

BACKGROUND: There is a shortfall in midwives in Indonesia (an estimated 26 per 100,000 people), which means that the quality of antenatal, perinatal and postnatal care varies widely. One consequence of this is the high rate of maternal and perinatal mortality, which has prompted a number of health initiatives. The current study was part of a review of the existing complex system of midwifery training and the development of a coherent programme of continuing professional development, tighter accreditation regulations and clearer professional roles. Its aims were to identify the occupational profiles and development needs of the participating midwives, and to establish whether any differences existed between grades, geographical location and hospital/community midwives. METHODS: A psychometrically valid training-needs instrument was administered to 332 midwives from three provinces, covering both hospital and community staff and a range of midwifery grades. The instrument had the capacity to identify occupational roles and education/training needs of the respondents. RESULTS: The occupational roles of the midwives varied significantly by province, indicating regional service delivery distinctions, but very little difference in the roles of hospital and community midwives. The most educated midwives attributed more importance to 35 out of the 40 tasks, suggesting an implicit role distinction in terms of level of activity. All midwives reported significant training needs for all 40 tasks. The most-educated midwives recorded training needs for 24 tasks, while the less-educated had training requirements for all tasks, which suggests that new training programmes are effective. Few differences in training needs were revealed between hospital and community midwives CONCLUSION: The results from this survey suggest important regional differences in how the midwife's role is discharged and underline the importance of this sort of research, in order to ensure the suitability of basic and postbasic educational provision. The study also highlights the need for further development and training of midwives in a wide range of tasks. These results provide a systematic and reliable overview of current midwifery roles and development needs and could serve to inform future training.

Journal Article↗
PubMed2000

[The elderly with AIDS. Case report].

When we speak about AIDS, even today, we rarely associate it with the elderly. Nonetheless, nursing care reality demonstrates that AIDS cases are more numerous all the time inside this population group known as the third generation. We should not forget that sex is a personal experience that can be practiced at all ages, and is not limited only to the young, and that preventive measures are necessary in all situations. Therefore, it is interesting to share what these authors reflect about this topic; they refer to a real case. It will probably be necessary to change the established schemes and consider this age group to be one in need of information on the possibilities of contagion. It will also be essential to carry out faster diagnoses and to develop educational measures as well as continuing professional development procedures in order that the elderly be considered susceptible to suffer this disease and to improve the treatment provided to the elderly. AIDS does not discriminate. Therefore, we cannot discriminate either.

Acquired Immunodeficiency Syndrome↗
PubMed2005

Building bridges of understanding through continuing education and professional development of Arabs and Israelis.

In this article, we present an educational approach uniquely linked to humanitarian and peace-building goals in conflicted regions of the world. We examine the Canada International Scientific Exchange Program and its lead program, the Middle East Association for Managing Hearing Loss, as a case study. Under a Canadian umbrella, continuing medical education and continuous professional development are used to gather academics from regions in conflict for mutually beneficial professional activities. Larger scale international prospects for educational programming, extending beyond the health sector, are ways of addressing the primary determinants of health and creating social capital.

Altruism↗
PubMedDate not supplied

The role of the clinical practice educator in tissue viability nursing.

Tissue viability nursing has expanded and developed considerably in recent years. Julie Trudigan discusses a unique post which combines the role of the clinical practice educator with that of a specialist practitioner in tissue viability. This role focuses on practice development, which involves supporting and educating staff caring for patients with tissue viability needs, the development of multidisciplinary policies, protocols and procedures, audit of tissue viability services and product evaluation. The development of tissue viability link nurses and educational strategies such as self-directed learning and continued professional development are also examined.

Education, Nursing, Continuing↗
PubMed2004

Paediatric oncology nurse education: the development of a national framework.

BACKGROUND: It is recognized that there is a need for specialist nursing courses in a range of paediatric nursing specialities. Paediatric oncology nurses are facing challenges with clinical advances and the need for specialized care. At present there are no available courses in Scotland offering preparation for nurses working in a paediatric oncology setting. AIMS AND OBJECTIVES: This project, supported by Macmillan Cancer Relief, addresses this deficit by developing a comprehensive framework for a small and widely dispersed speciality. METHODS: Information on the needs and expectations of nurses and service managers in this field was obtained through postal questionnaires and focus groups. Due to the need for collaboration between higher educational institutions and service colleagues the views of educators were also established through questionnaires and semi-structured interviews. RESULTS: Problematic practice issues were cited and these issues were further discussed and recognized as the main educational needs. Availability and accessibility of education were of great importance. CONCLUSION: The framework developed aims to provide ongoing opportunities for continuing professional development within this speciality. Development of the educational framework is required to provide a course accessible to a wide geographical area of nurses. RELEVANCE TO CLINICAL PRACTICE: A National Framework for Paediatric Oncology Nurse Education was developed in response to views of experts working in the field, to the views of other stakeholders and to what is known about needs and preferences of children with cancer and their families.

Attitude of Health Personnel↗
PubMed1996

Continuing education for public health medicine--is it just another paper exercise?

In 1993 the Conference of Royal Colleges and their Faculties called for its members to develop formalized continuing medical education (CME) programmes. Most colleges have adopted a narrow definition of CME and a mechanistic approach to monitoring participation. The Faculty of Public Health Medicine has responded differently by initiating a broader model of continuing professional development (CPD) which emphasizes the individual nature of continuing education. This paper explores the rationale behind this decision. Recent systematic reviews of the effectiveness of CME have demonstrated the need for relevance in any continuing education activity. This means relevance not only to learning needs but also to current work and the applicability of the knowledge. However, the effectiveness of traditional CME for all doctors and particularly public health physicians remains to be established. Thus the Faculty has moved towards a wider context of learning in the form of CPD incorporating an evaluative approach and aspects of adult learning theory. There remains a need for the links between audit and continuing education to be strengthened.

Adult↗
PubMedDate not supplied

Development of continuing nursing education offerings for the World Wide Web.

Nurses are seeking continuing professional development that is easily accessible, convenient, and available at any time and any place. As nurses have increasing access to Internets and Intranets at home and their workplace, courses for continuing nursing education must be available to meet this need. This article discusses the planning, implementation, and evaluation of continuing nursing education (CNE) on the World Wide Web. The article explains how to develop a strategic plan, develop course offerings, select technology tools to support teaching and learning, and market and evaluate the courses.

Benchmarking↗
PubMed1996

Physician career development: toward building a model.

Virtually no managed care organization provides a comprehensive and integrated program for physician career development. That's the principal finding of a survey we carried out in Spring 1994 in which we interviewed several individuals who have proven instrumental in the creation of career development programs at their managed care organizations. We started our research with the hypothesis that career development programs for physicians--frequently the most highly paid category of employees and the ones often most directly involved in the delivery of health care--should parallel the mission of the organization. In many of the organizations we surveyed, the mission included clinical excellence, managerial competence, research, teaching, community service, and building shareholder equity. While each organization offered some component of career development--usually clinical improvement and management development--very few offered programs that fostered the continued professional development of physicians in other aspects of their missions. In most cases, even in organizations with stronger career development agendas, the programs were passive and were rarely linked to the overall "corporate" goal of the managed care institution. This critical disconnect makes it extremely difficult for health care organizations to develop a workable system of accountability for their career development programs.

Career Mobility↗
PubMedDate not supplied

Lifelong learning. Why professionals must have the desire for and the capacity to continue learning throughout life.

This paper will outline the theoretical constructs pertaining to lifelong learning, adult education, continuing professional development and the learning society. The need for all professionals to have highly developed learning skills in a society racing with change is evident. Pressures placed on health information managers to continue their learning beyond graduation are many and varied. Continuing professional education is one avenue that enables health information managers to continue their learning beyond graduation. Attributes of a typical lifelong learner are included in this paper to enable readers to self-assess their capacity for continued learning and their desire to undertake it. The paper concludes with a list of strategies for learners to enhance their lifelong learning skills. The role that educators can play in developing lifelong learning competence in students and graduates is also outlined.

Adult↗