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PubMedDate not supplied

[Always learning; IDER's proposal].

Professional development should help a professional person look at life from the first line, with deep knowledge in his field, with his own opinion, with know-how, with a critical sense, with something to say and something to add. This is IDER's philosophy based on having students develop their scientific, technical and human capacities, relating their experiences with the knowledge provided by textbooks, by other professional by other students, by consultations and scientific work. And always at one's own rhythm because IDER has specialized in continuing professional development from afar.

Aged↗
PubMed2000

Creating an adult learning culture through practice development.

The development of a learning culture is becoming a dominant theme in the strategic plans of health care organisations. This is arising through a drive to improve standards of practice, bridge the perceived theory-practice gap and create means of integrating learning with practice. There have been many initiatives to create such a change, including continuous professional development, reflective practice, clinical supervision and work based learning. This paper presents an account of a practice development strategy that aimed to create a learning culture as a sub-element of the overall programme of work. Working with individual project leaders, the intention was to shift the emphasis away from classroom based education, to learning at and from work. This was achieved through a combination of action research, the application of adult learning theory and facilitation. The paper describes the context of the development strategy, the facilitation processes adopted including the theoretical underpinnings and some 'tentative' outcomes achieved.

Adult↗
PubMedDate not supplied

Care of the patient with a sexually transmitted disease.

Practice profiles are reflective pieces written by nurses in practice and based on continuing professional development articles. This week Alison Woodland discusses sexually transmitted diseases. Article NS 2. Wright S (1999) Sexually transmitted diseases. Nursing Standard. 13, 46, 37-42.

Education, Nursing, Continuing↗
PubMed2003

Early recognition of dementia by nurses.

BACKGROUND: Early recognition of dementia is a key policy objective designed to maximize the efficacy of treatment and to provide timely and appropriate support before crisis occurs. The impact of early recognition of dementia is under-researched in primary care nursing. AIM: To explore whether community mental health nurses (CMHNs), community nurses (CNs) and practice nurses (PNs) have different perspectives on early diagnosis of dementia and to consider the possible effects of any variation. METHOD: Data are drawn from questionnaires completed by CMHNs (79), CNs (153) and PNs (36) who attended workshops offered on 24 occasions in 21 settings across the United Kingdom. The workshops attracted a range of primary care practitioners and were part of a training programme on early diagnosis of dementia. RESULTS: Analysis of the data shows some differences in knowledge, experience and confidence between the three nurse groups. CMHNs were more confident in their abilities to recognize dementia and found providing support less difficult than CNs and PNs. CMHNs considered that they were best placed to co-ordinate services for people with newly recognized dementia. CNs and PNs, however, reported experience of working with people with dementia and many appeared able to respond to early signs and to identify potential sources of support. CONCLUSIONS: While CMHNs may have a key role in responding effectively to the newly identified needs of people with early dementia, other nurses working in the community are likely to encounter people with early dementia. In the context of a policy objective to identify people with dementia earlier, all community-based nurses should be able to recognize the possibility of dementia and support those undergoing referral or assessment. Their confidence in doing so should be enhanced by continued professional development. Training in dementia recognition, involvement in and membership of primary care teams supporting people with dementia should not be confined to CMHNs. Nurses who regularly encounter the general population of older people may be well placed to provide continuity of support for those who may, or may not, have cause to suspect that they or their relatives have early dementia.

Adolescent↗
PubMedDate not supplied

Focus on excellence: decision making in rehabilitation nursing.

This article describes the conceptual framework, design, implementation, and evaluation of a series of workshops for rehabilitation nurses in which the Decision Profile, a practical model for clinical decision making, was used. Evaluations confirmed that the approach was exceptionally effective, not only in engaging the audience and presenting information that would assist in continued professional development, but also in validating and supporting the participants' intuitive processes and decision-making patterns through analyses presented by experts.

Adult↗
PubMed2004

Promoting good medical care.

This paper sets out the policy of the Union Europeenne des Medecins Specialistes/European Union of Medical Specialists (UEMS) on quality assurance (QA), which is defined here as the regular review against defined standards of medical care. Its aim is to provide a framework for confirming the good quality of health care in Europe and, specifically, of the contribution of specialist doctors. The paper provides guidelines that can be adopted for use in QA systems in all European countries. It will show that this can best be achieved when QA is based on valid evidence, which can also facilitate improvements in medical care and justify the provision of necessary resources. This UEMS policy paper builds upon considerable evidence of successful, well-established QA systems that are found in many parts of Europe. Fundamental features of these are that they are led by specialist doctors who control resources allocated solely for the purpose of QA. Accordingly, the UEMS recognises its responsibility to develop policy based on this experience and invites all interested parties to support this. The UEMS considers QA to be an essential component of an agenda focused on high standards of medical practice. The other parts of that agenda include continuing professional development as a form of quality improvement-covered separately in the 2001 UEMS policy document "The Basel Declaration"-and its policy being developed on regulating the medical profession. This paper is addressed to all who have an interest in the quality of health care provision: patients, doctors, medical associations, health service employers and hospitals, fund holders, regulatory authorities and national and European legislators. The UEMS considers that, in the context of the QA of medical care, all share the following agenda: The UEMS draws attention to the lack of evidence demonstrating any additional effectiveness of mandatory systems over the model described here. The following list of key points drawn from the text expands this summary. It also serves as an index to specific paragraphs of the paper. KEY POINTS:

Journal Article↗
PubMed2000

Improving radiographer highlighting of trauma films in the accident and emergency department with a short course of study--an evaluation.

The case for radiographer abnormality highlighting in the Accident and Emergency (A&E) department is well documented. Following evaluative feedback, 280 questionnaires were sent nationally to A&E radiology departments (excluding Northern Ireland). The intent of the survey was to ascertain the viability of constructing a short course in trauma plain film pattern recognition in the axial and appendicular skeleton. Following a highly positive response a course was designed and operated on a workshop basis, being lead primarily by reporting radiographers. The course was evaluated for effectiveness using three identical assessments of 42 films, including 12 positive for trauma. A sample of 22 radiographers who attended the pilot course and subsequent courses throughout 1998/99 undertook the assessment. The assessments themselves were performed at the start and end of the course and 6-10 weeks after completion. Results appear to indicate that a significant improvement in the specificity (p = 0.002) and accuracy (p = 0.005) was achieved following the course. In the light of continuing professional development, the course appears to address the needs of the majority of clinical radiographers working in A&E.

Adult↗
PubMed2006

Developing the children's nursing workforce: profile, first jobs and future plans of newly qualified diplomates.

Concerns regarding the number of children's nurses persist despite initiatives designed to reverse this trend. Recruiting and retaining a diverse nursing workforce is high on the policy agenda, particularly since the publication of the National Service Framework for Children, Young People and Maternity Services. This article reports findings from the first phase of a longitudinal study investigating the careers of child branch diplomates, focusing on the cohort's profile, first jobs and future plans. Findings suggest there is considerable scope to increase diversity in the children's nursing workforce. Child health diplomates indicate little sign of early attrition from nursing at qualification. Continuing professional development is a high priority for many child health nurses at the outset of their careers. These findings provide an important benchmark for later stages of child branch nurses' careers.

Adult↗
PubMed2006

A comprehensive e-education engine for a virtual diabetes centre.

It seems likely that the development of effective diabetes education for patients, carers and staff would prove highly cost-effective. Diabetes-e is an electronic diabetes encyclopaedia designed to provide comprehensive education to patients, carers (e.g. family, schools, care homes) and health professionals (specialist and non-specialist). In addition, educational media such as information leaflets (that can be printed during a consultation), streaming educational video and slide resource packs are available. Self-assessment questionnaires with feedback guide further education and facilitate targeted continuing professional development (CPD) for health professionals. The prototype has been developed with a particular emphasis on patient input. It is anticipated that Diabetes-e will be implemented across Central Nottinghamshire, including training of key personnel, by the end of 2005. The project has already gone live for insulin commencement.

Caregivers↗
PubMed2003

Personal development portfolios in general dental practice.

Personal Development Portfolios are established tools used throughout education in order to document and record learning and development, and their value has been generally recognized in the wider field of medical practice. It is proposed that they are introduced into general dental practice along with the support of suitably trained facilitators who could mentor practitioners and offer advice on their continual professional development.

Clinical Competence↗
PubMed2001

Continuing Medical Education in Clinical Pharmacology and Therapeutics: report of a questionnaire survey.

AIMS: To seek the views of medically qualified members of the Clinical Section of the British Pharmacological Society (BPS) on their perceived needs for Continuing Medical Education (CME); on how and by whom these needs should be addressed; and on how the outcome of any educational intervention might best be assessed. METHODS: A structured questionnaire. RESULTS: Of 233 recipients, 140 (60%) responded, but only 123 of these fulfilled the criteria for analysis. A large majority of respondents were clinicians, most of whom devoted at least 25% of their working week to their NHS commitment. There was widespread reliance on textbooks and journals as sources of CME, supplemented by discussions with specialist peers at national and international meetings. Many felt that fulfilling even this agenda was stretching their commitment to the limit, and their greatest need was for protected time in which to learn. There was a desire among 49% of all respondents for the BPS Clinical Section to take some responsibilty for addressing the future needs of its members, and 75% took the view that academic departments should contribute to the development and updating of materials. There was no clear agreement about what these should comprise, but around half of all respondents favoured web-based, journal-based or computer-assisted educational material offering self-assessment opportunities; and CME symposia or workshops at BPS meetings. Almost half (46%) felt that assessment of CME should be integrated with a well-organized appraisal system and the use of portfolios. Six out of 10 respondents were already, or were about to be, regularly appraised at their place of work. CONCLUSIONS: The questionnaire survey revealed a broad canvas of views and little evidence of consensus except for a general plea for more time in which to learn. The aim of the Clinical Section should be to facilitate and help its members to organize their learning, in a way that is consistent with national trends in Continuing Professional Development. The Clinical Section should co-ordinate the setting up of an electronic library of appropriate published material, compiled by academic and industrial sources, that would guide members seeking up-to-date knowledge of Clinical Pharmacology and Therapeutics. The British Journal of Clinical Pharmacology (BJCP) should commission review articles on recent developments where no suitable published material exists. Academic departments should also be invited to identify or develop self-assessment material that members could use to reinforce their learning, and demonstrate their knowledge to relevant professional bodies. The Clinical Section should organize Symposia and Workshops at which contentious issues in Clinical Pharmacology and Therapeutics can be discussed and resolved.

Education, Medical, Continuing↗
PubMed2003

Continuing education opportunities for recently qualified mental health diplomates.

While successive reports concerned with mental health services have emphasized the importance of continuing professional development for mental health nurses, there have been long-standing concerns about the provision of appropriate courses and opportunities for attendance. Drawing from a longitudinal study of the careers of a cohort of mental health diplomates, this paper focuses on fulfilment of their continuing education plans in the early post-qualification period. During the first 6 months, just under half the cohort had wanted to start a course but been unable to do so. For some, even at this early career stage, dissatisfaction with continuing education opportunities was cited as reason for leaving, or considering leaving, a first job. Reasons for starting courses included career progress and meeting the care-giving needs of the immediate work situation. Diplomates may need guidance on their continuing education needs; there was much uncertainty about plans to take courses and moreover, demand for courses which they had wanted to start but been unable to do so, was not always sustained.

Adult↗
PubMedDate not supplied

Wounds and pain management.

Practice profiles are reflective pieces written by nurses in practice and based on continuing professional development articles. This week Karen McDowell discusses wound management and pain control. CPD article NS14, Gould D (1999) Wound management and pain control. Nursing Standard. 14, 6, 47-54.

Education, Nursing, Continuing↗
PubMedDate not supplied

Nurse prescribing.

This article and that overleaf continue this series on a range of topics aimed at helping you to update your knowledge and assist you with your continuing professional development (PREP Requirements). The number of hours you spend studying the material in this article should be recorded in your professional portfolio (see Study Hours panel below).

Drug Prescriptions↗
PubMed2001

Midwives' perceptions of the use of technology in assisting childbirth in Northern Ireland.

AIM OF THE PAPER: The aim of this paper is to report a survey of midwives' views on the use of technology in assisting births. BACKGROUND: The research was designed to provide a deeper understanding of the integration of technology into midwives' practice and to identify and examine aspects of training needs. METHODS: Over 400 midwives responded to a questionnaire seeking information on their experiences and perceived competence with labour ward technology, with a particular focus on the use of cardiotocograph machines (CTGs) for electronic foetal monitoring. The survey sought views on the extent to which midwives trust the technology, their perceived levels of training and competence, their awareness of policy relating to technological intervention and the issue of women's choice in whether the progress of their delivery is technologically monitored. FINDINGS: The majority of midwives in this survey trust the use of technology but have concerns about issues of safety in relation to potential faults, and to their perceived lack of training in technology usage. The majority also indicated that they prefer a nontechnological birth although many point to the benefits of technological support when difficulties are encountered. The use of technology is seen as multi-professional and there was much support among the respondents for multi-disciplinary training in the use of technologies in future curricula. CONCLUSIONS: If the various findings of this sample survey were to be consolidated for midwives as a whole, they suggest that provisions for continuing professional development may need to address technological awareness and competence in a more focused manner than is discernible at present.

Adult↗
PubMed1998

An audit of personal logs--1997.

Since 1991 all registered members of the Royal College of Speech and Language Therapists (RCSLT) have made a personal commitment to continuing education and continuing professional development (CPD). To support this commitment individual members have been required each year to complete a personal log of appropriate activities. The 1996-97 Department for Education and Employment (DfEE)/RCSLT 'Lifetime Learning Project' aimed to enhance and develop CPD services for members. One strand of the project was to make more use of the data available through and audit of members' personal logs. The range of CPD activities recorded were examined in relation to the type of practive, location, grade and work setting of respondents.

Education, Continuing↗
PubMed2005

Outcomes from intensive training in genetic cancer risk counseling for clinicians.

PURPOSE: Genetic cancer risk assessment is an emerging interdisciplinary practice that requires knowledge of genetics and oncology and specialized patient and family counseling skills. There is a growing need for cancer risk assessment practitioners, but most clinicians have inadequate cross-disciplinary training. An interdisciplinary course was developed to promote practitioner-level competency in cancer risk assessment to community-based clinicians. METHODS Participants were competitively selected from a pool of board-certified/eligible genetic counseling, masters-trained advanced practice nursing and physician applicants. Preference was given to clinicians with strong institutional backing practicing in underserved regions. The Continuing Medical Education/Continuing Education Unit-accredited course included didactic lectures, workshops, counseling practicum, and case conferences. Pre- and postcourse knowledge tests measured cancer genetics knowledge. Six month and one-year postcourse practice outcome surveys measured the impact of the program on professional self-efficacy and continued professional development. RESULTS/CONCLUSIONS: Forty clinicians completed the course (23 genetic counselors, 14 nurses, and three physicians). There was a significant overall increase of 22.6% in postcourse knowledge scores (P < 0.001). Thirty-five (88%) completed prescribed practice development activities. Of 29 respondents to 1-year postcourse survey, 76% reported increased professional self-efficacy; 66% reported increase in number of patients seen, and virtually all indicated interest in additional training. Outcomes demonstrate the value and efficacy of interdisciplinary training in genetic cancer risk assessment targeted to motivated community-based clinicians. Courses such as this can help address the need for competent cancer risk assessment services in communities outside the academic health center.

Education, Medical, Continuing↗
PubMed2005

Home Study Course: Fall 2005.

OBJECTIVE: The Home Study Course is intended for the practicing colposcopist or practitioner who is seeking to develop or enhance his or her colposcopic skills. The goal of the course is to present colposcopic cases that are unusual or instructive in terms of appearance, presentation, or management, or that demonstrate new and important knowledge in the area of colposcopy or pathology. Participants may benefit from reading and studying the material or from testing their knowledge by answering the questions. ACCME ACCREDITATION: The American Society for Colposcopy and Cervical Pathology (ASCCP) is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians. The ASCCP designates this continuing medical education activity for 1 hour Category I credit of the ASCCP's Program for Continuing Professional Development and the Physician's Recognition Award of the American Medical Association. Credit is available for those who choose to apply. The Home Study Course is planned and produced in accordance with the ACCME's Essential Areas and Elements. DISCLOSURE: Faculty must disclose any significant financial interest or relationship with proprietary entities that may have a direct relationship to the subject matter. For this course, the author had no such relationship to report.

Adult↗